Starting and Ending Your Semester with a Bang!
•
1 like•267 views
This document outlines best practices for starting and ending a semester. Before the semester begins, instructors should set course availability, post a current syllabus, create a welcome announcement, provide directions for students, copy the course to a template, clean up content by checking links and dates, and remind students to update personal information. After the semester ends, instructors should make the course unavailable for at least two weeks, clean up content collections, and prepare the template for copying in the next semester. Following these best practices helps ensure courses are organized, up-to-date and accessible for students.
Report
Share
Report
Share
Download to read offline
Recommended
Aflanagan_PDagenda
The document outlines the agendas for three monthly technology professional development trainings for teachers. The August training focuses on learning Smartboard basics and activities. The September training covers setting up and customizing teacher websites. The October training focuses on student computer usage and online learning activities. All trainings include a welcome, breakout sessions on specific topics, and time for grade level planning to incorporate lessons learned. The observation goals for each month integrate the relevant tech topics covered in that month's training.
Week 7 spring_2013_part7
This document provides guidance for students on creating an evaluation page and rubric for their webquests. It discusses using tools like Rubistar and iRubric to create rubrics for assessing student work. Students are instructed to finish the process page of their webquest by having students create a product, then make an evaluation page with an iRubric for self-assessment. They should also create a sample of student work to demonstrate what a completed webquest project would look like. The goal is to structure an interactive learning journey for students through a webquest, which includes exploring online resources and creating a final product to display their learning.
Week7 tip f2013
This document provides guidance for students completing a technology integration practice project involving webquests. It instructs students to finish the "process" page of their webquest by having learners create a product demonstrating their knowledge. Students are told to create an "evaluation" page with a rubric for assessing what learners produce. Finally, students are asked to create a sample of student work and embed it on their teacher website to demonstrate what a learner's final product might look like.
MM9 - Webinar Pilot Program
The educational webinar is the best tactic for a pilot program to demonstrate the power of the new way to market in manufacturing.
SLC Preparedness.pdf
The document outlines the steps for students to prepare and host a student-led conference, including: defining a theme for the conference; compiling exemplary work from classes and reflecting on each piece; inviting schools to participate and setting criteria for participation; analyzing student data to understand strengths and weaknesses; drafting a script for the conference; practicing leading the conference; and finally hosting the conference.
SaaS Training Development Strategy 2023.pptx
This document outlines a 90-day plan to overhaul an organization's training strategy and materials. It identifies current challenges like outdated content and a lack of feedback collection. The plan involves preparing over the first 30 days by building a project team, researching products, and identifying tools. Key strategies over the next 60 days include using an agile design approach to modularize and standardize bite-sized training content. Technology like an LMS will be leveraged to track feedback and attendance. Templates for facilitator guides and presentations will maintain consistency. Trainers will become subject matter experts to quickly update materials. The overhauled training program aims to address the organization's evolving products and scalability issues.
Educational Technology lesson 16 using project based multimedia learning
This document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and the classroom, introducing the project to students, having students learn the necessary technology, conducting research and planning, designing concepts and storyboards, creating initial drafts and finalizing the presentation, and concluding the project by presenting to audiences. It provides details on activities and considerations at each phase to help guide students through the project process.
Using the project-based_learning_multimedia_as_a_teaching-learning_strategy
This document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and the classroom, introducing the project to students, having students learn the necessary technology, conducting preliminary research and planning, designing concepts and storyboards, producing initial drafts, assessing and testing presentations, and concluding with presenting the final projects to audiences. It provides details on activities and considerations for each phase of the process.
Recommended
Aflanagan_PDagenda
The document outlines the agendas for three monthly technology professional development trainings for teachers. The August training focuses on learning Smartboard basics and activities. The September training covers setting up and customizing teacher websites. The October training focuses on student computer usage and online learning activities. All trainings include a welcome, breakout sessions on specific topics, and time for grade level planning to incorporate lessons learned. The observation goals for each month integrate the relevant tech topics covered in that month's training.
Week 7 spring_2013_part7
This document provides guidance for students on creating an evaluation page and rubric for their webquests. It discusses using tools like Rubistar and iRubric to create rubrics for assessing student work. Students are instructed to finish the process page of their webquest by having students create a product, then make an evaluation page with an iRubric for self-assessment. They should also create a sample of student work to demonstrate what a completed webquest project would look like. The goal is to structure an interactive learning journey for students through a webquest, which includes exploring online resources and creating a final product to display their learning.
Week7 tip f2013
This document provides guidance for students completing a technology integration practice project involving webquests. It instructs students to finish the "process" page of their webquest by having learners create a product demonstrating their knowledge. Students are told to create an "evaluation" page with a rubric for assessing what learners produce. Finally, students are asked to create a sample of student work and embed it on their teacher website to demonstrate what a learner's final product might look like.
MM9 - Webinar Pilot Program
The educational webinar is the best tactic for a pilot program to demonstrate the power of the new way to market in manufacturing.
SLC Preparedness.pdf
The document outlines the steps for students to prepare and host a student-led conference, including: defining a theme for the conference; compiling exemplary work from classes and reflecting on each piece; inviting schools to participate and setting criteria for participation; analyzing student data to understand strengths and weaknesses; drafting a script for the conference; practicing leading the conference; and finally hosting the conference.
SaaS Training Development Strategy 2023.pptx
This document outlines a 90-day plan to overhaul an organization's training strategy and materials. It identifies current challenges like outdated content and a lack of feedback collection. The plan involves preparing over the first 30 days by building a project team, researching products, and identifying tools. Key strategies over the next 60 days include using an agile design approach to modularize and standardize bite-sized training content. Technology like an LMS will be leveraged to track feedback and attendance. Templates for facilitator guides and presentations will maintain consistency. Trainers will become subject matter experts to quickly update materials. The overhauled training program aims to address the organization's evolving products and scalability issues.
Educational Technology lesson 16 using project based multimedia learning
This document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and the classroom, introducing the project to students, having students learn the necessary technology, conducting research and planning, designing concepts and storyboards, creating initial drafts and finalizing the presentation, and concluding the project by presenting to audiences. It provides details on activities and considerations at each phase to help guide students through the project process.
Using the project-based_learning_multimedia_as_a_teaching-learning_strategy
This document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and the classroom, introducing the project to students, having students learn the necessary technology, conducting preliminary research and planning, designing concepts and storyboards, producing initial drafts, assessing and testing presentations, and concluding with presenting the final projects to audiences. It provides details on activities and considerations for each phase of the process.
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...Kaenah Faye Padongao
This document outlines the various phases of a project-based multimedia learning strategy, including: before the project starts (creating descriptions and milestones), introducing the project (developing understanding of goals and audience), learning the technology, preliminary research and planning, concept design and storyboarding, production, assessing and testing, and concluding activities like presenting to audiences. It provides tips for each phase like forming student groups, organizing materials, and testing the functionality and usability of the final presentations.2741 Ch 11 PowerPoint.pptx
This chapter discusses lesson plan development and instruction. It covers identifying learning objectives, creating lesson plans by analyzing jobs and standards, and determining the order of teaching skills. The chapter also discusses evaluating lesson plans based on student feedback and revising plans accordingly. Key components of lesson plans include objectives, outlines, instructional methods, activities, assessments and ancillary materials. Instructors should teach from lesson plans, using various instructional techniques.
Project map curriculum map development guide
This document outlines the process of developing a curriculum map for kindergarten literacy at i3 Academy. Constance Blaylock, the new Director of Curriculum and Instruction, will guide a team through the process. They will begin by defining their purpose and benefits. Then they will map the curriculum using a backward design model, collecting data and making adjustments based on assessments. Their goal is to create a living document that can be built upon and adapted as needed to support student learning.
Implementing an Online Learning Initiative
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Managing workload
The document provides strategies for managing teaching workload, including design, time management, teaching, and support strategies. Design strategies include pre-planning the course before the semester starts, providing clear expectations and rubrics, and aligning objectives, assessments and activities. Time management strategies involve organizing information and being explicit about time requirements. Teaching strategies identify weekly activities and calendar time for creating presence in the class. Support strategies involve one-on-one support, instructional design assistance, technology support and teaching assistants. The document emphasizes being present in the course, creating a supportive community, setting clear expectations, using a variety of activities, and getting early feedback from students.
99LMS for Enterprises - LMS that you will love
99LMS is a mobile based comprehensive enterprise learning environment in which learning processes of a company can be managed and integrated. It ensures employees have the right skills by enabling course content management, providing classroom training and e-learning. Through the APIs, you can develop your resources before they join your company.
Effective Implementation of Rubrics in CE classes
A rubric is a scoring tool that divides an assignment into components and provides detailed descriptions of acceptable performance levels for each component. Rubrics improve consistency in grading, make expectations clear to students, and provide feedback to help students improve. Key parts of an effective rubric include a task description, performance levels with associated points or scores, dimensions/criteria being assessed, and descriptions of what constitutes each performance level. Rubrics should be shared with students before assignments to clarify expectations and allow self-assessment.
OER management and delivery: Seven Best Practices
This document outlines seven best practices for managing and delivering open educational resources (OER) projects: 1) Ensure content is openly licensed, 2) Assure quality of materials, 3) Provide a deliverables list, 4) Manage deliverables openly, 5) Make a sustainability plan, 6) Check accessibility, and 7) Plan for data collection. It provides considerations for implementing each best practice and discusses how to encourage faculty and administration to support OER use by highlighting benefits to faculty and students, setting an encouraging climate, and providing training and resources.
test
This document outlines seven best practices for managing and delivering open educational resources (OER) projects: 1) Ensure content is openly licensed, 2) Assure quality of materials, 3) Provide a deliverables list, 4) Manage deliverables openly, 5) Make a sustainability plan, 6) Check accessibility, and 7) Plan for data collection. It encourages involving copyright experts and instructional designers for quality control and providing templates, timelines, and guidelines to develop high-quality open content. The document also discusses strategies for gaining faculty and administration support for OER through training, resources, and highlighting benefits like saving students money.
Taming the Master Schedule
A master schedule can make or break academy implementation. How can we best assure a master schedule that supports both academy student cohorts and academy teacher common planning time? This session features best practices in developing a school wide master schedule that supports academies and other small learning communities. This session will also introduce participants to a new, free online master schedule guide and resources you can use.
Effective Online Learning
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Day 3_Session II_Using the Reach for College curriculum in your classroom
This document provides information about a College Readiness Institute session on using the Reach for College curriculum. It outlines objectives of the session, including learning how the curriculum can supplement standards, understanding how it can be infused into classroom work, and learning strategies to help students set goals. Several classroom-tested strategies are then described, such as using the curriculum to supplement reading standards, implementing goal-setting activities, and building vocabulary and note-taking skills. Sample topics, activities, and lessons from the Reach for College textbooks are also summarized.
Day 3_Session II_Using the RFC curriculum in your classroom
The document provides an overview of a session on using the Reach for College! curriculum to supplement classroom work and improve college and career readiness. It outlines objectives to learn how the curriculum enhances standards, classroom strategies to set goals and work toward them, and gives several specific lesson plans tested in classrooms incorporating the curriculum, such as setting goals, researching careers online, and creating a vision board.
Effective Online
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
Effective Online Learning
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Instructional Design for Online and Blended Learning Course Slides
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Project-based Learning Multimedia as a Teaching-Learning Strategy
The document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and materials, introducing the project to students, having students learn the necessary technologies, conducting preliminary research and planning, developing concept designs and storyboards, producing drafts and finalizing the project, and concluding with presentations. It provides details on activities and considerations for each phase to help structure and implement the multimedia learning projects.
Week2 lesson final-collab
Week 2, creating your course introduction and structure. Digitization and fair use in the online environment. Embedding content in Moodle via Mediacorp.
Creating a Unit PlanOnce you’ve gotten to know your studen.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards
· Writing measurable learning objectives.
· P21 common core toolkit
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior.
Staff development proposal
This document outlines a staff development proposal for teachers to learn how to integrate technology and meet state standards. It proposes a teacher institute day with breakout groups to learn tools like Prezi, Google Earth, and iMovie. The goals are for teachers to understand standards, create a technology-based lesson, and learn to use new apps. Assessments include evaluating lessons and teacher feedback. The budget outlines costs for standards books and materials. The conclusion states the goals are to prepare students for success by incorporating new skills and tools.
Blackboard Media Mashup
This document discusses media mashups in Blackboard, which combine elements from different sources. It defines media mashups and lists their benefits, such as presenting knowledge in diverse ways and providing access to content outside of Blackboard. The document demonstrates how to add four types of media mashups to Blackboard courses: Flickr photos, SlideShare presentations, YouTube videos, and Kaltura media. Hands-on activities guide the reader through adding each type of mashup as a standalone item in Blackboard.
2018 Fall - MVC Teaching & Learning Center
The document describes the Teaching and Learning Center (TLC) at Mountain View College. The TLC's mission is to promote excellence in teaching and learning by collaborating with faculty on innovative and effective teaching practices to support student success. The TLC provides various resources and services to faculty, such as instructional support, technology training, and guidance on blended and flipped classroom models. It also highlights trends in educational innovation and showcases innovative practices through a teaching and learning newsletter. The TLC aims to be a partner in innovation for faculty and the institution.
More Related Content
Similar to Starting and Ending Your Semester with a Bang!
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...Kaenah Faye Padongao
This document outlines the various phases of a project-based multimedia learning strategy, including: before the project starts (creating descriptions and milestones), introducing the project (developing understanding of goals and audience), learning the technology, preliminary research and planning, concept design and storyboarding, production, assessing and testing, and concluding activities like presenting to audiences. It provides tips for each phase like forming student groups, organizing materials, and testing the functionality and usability of the final presentations.2741 Ch 11 PowerPoint.pptx
This chapter discusses lesson plan development and instruction. It covers identifying learning objectives, creating lesson plans by analyzing jobs and standards, and determining the order of teaching skills. The chapter also discusses evaluating lesson plans based on student feedback and revising plans accordingly. Key components of lesson plans include objectives, outlines, instructional methods, activities, assessments and ancillary materials. Instructors should teach from lesson plans, using various instructional techniques.
Project map curriculum map development guide
This document outlines the process of developing a curriculum map for kindergarten literacy at i3 Academy. Constance Blaylock, the new Director of Curriculum and Instruction, will guide a team through the process. They will begin by defining their purpose and benefits. Then they will map the curriculum using a backward design model, collecting data and making adjustments based on assessments. Their goal is to create a living document that can be built upon and adapted as needed to support student learning.
Implementing an Online Learning Initiative
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Managing workload
The document provides strategies for managing teaching workload, including design, time management, teaching, and support strategies. Design strategies include pre-planning the course before the semester starts, providing clear expectations and rubrics, and aligning objectives, assessments and activities. Time management strategies involve organizing information and being explicit about time requirements. Teaching strategies identify weekly activities and calendar time for creating presence in the class. Support strategies involve one-on-one support, instructional design assistance, technology support and teaching assistants. The document emphasizes being present in the course, creating a supportive community, setting clear expectations, using a variety of activities, and getting early feedback from students.
99LMS for Enterprises - LMS that you will love
99LMS is a mobile based comprehensive enterprise learning environment in which learning processes of a company can be managed and integrated. It ensures employees have the right skills by enabling course content management, providing classroom training and e-learning. Through the APIs, you can develop your resources before they join your company.
Effective Implementation of Rubrics in CE classes
A rubric is a scoring tool that divides an assignment into components and provides detailed descriptions of acceptable performance levels for each component. Rubrics improve consistency in grading, make expectations clear to students, and provide feedback to help students improve. Key parts of an effective rubric include a task description, performance levels with associated points or scores, dimensions/criteria being assessed, and descriptions of what constitutes each performance level. Rubrics should be shared with students before assignments to clarify expectations and allow self-assessment.
OER management and delivery: Seven Best Practices
This document outlines seven best practices for managing and delivering open educational resources (OER) projects: 1) Ensure content is openly licensed, 2) Assure quality of materials, 3) Provide a deliverables list, 4) Manage deliverables openly, 5) Make a sustainability plan, 6) Check accessibility, and 7) Plan for data collection. It provides considerations for implementing each best practice and discusses how to encourage faculty and administration to support OER use by highlighting benefits to faculty and students, setting an encouraging climate, and providing training and resources.
test
This document outlines seven best practices for managing and delivering open educational resources (OER) projects: 1) Ensure content is openly licensed, 2) Assure quality of materials, 3) Provide a deliverables list, 4) Manage deliverables openly, 5) Make a sustainability plan, 6) Check accessibility, and 7) Plan for data collection. It encourages involving copyright experts and instructional designers for quality control and providing templates, timelines, and guidelines to develop high-quality open content. The document also discusses strategies for gaining faculty and administration support for OER through training, resources, and highlighting benefits like saving students money.
Taming the Master Schedule
A master schedule can make or break academy implementation. How can we best assure a master schedule that supports both academy student cohorts and academy teacher common planning time? This session features best practices in developing a school wide master schedule that supports academies and other small learning communities. This session will also introduce participants to a new, free online master schedule guide and resources you can use.
Effective Online Learning
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Day 3_Session II_Using the Reach for College curriculum in your classroom
This document provides information about a College Readiness Institute session on using the Reach for College curriculum. It outlines objectives of the session, including learning how the curriculum can supplement standards, understanding how it can be infused into classroom work, and learning strategies to help students set goals. Several classroom-tested strategies are then described, such as using the curriculum to supplement reading standards, implementing goal-setting activities, and building vocabulary and note-taking skills. Sample topics, activities, and lessons from the Reach for College textbooks are also summarized.
Day 3_Session II_Using the RFC curriculum in your classroom
The document provides an overview of a session on using the Reach for College! curriculum to supplement classroom work and improve college and career readiness. It outlines objectives to learn how the curriculum enhances standards, classroom strategies to set goals and work toward them, and gives several specific lesson plans tested in classrooms incorporating the curriculum, such as setting goals, researching careers online, and creating a vision board.
Effective Online
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
Effective Online Learning
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
Instructional Design for Online and Blended Learning Course Slides
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Project-based Learning Multimedia as a Teaching-Learning Strategy
The document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and materials, introducing the project to students, having students learn the necessary technologies, conducting preliminary research and planning, developing concept designs and storyboards, producing drafts and finalizing the project, and concluding with presentations. It provides details on activities and considerations for each phase to help structure and implement the multimedia learning projects.
Week2 lesson final-collab
Week 2, creating your course introduction and structure. Digitization and fair use in the online environment. Embedding content in Moodle via Mediacorp.
Creating a Unit PlanOnce you’ve gotten to know your studen.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards
· Writing measurable learning objectives.
· P21 common core toolkit
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior.
Staff development proposal
This document outlines a staff development proposal for teachers to learn how to integrate technology and meet state standards. It proposes a teacher institute day with breakout groups to learn tools like Prezi, Google Earth, and iMovie. The goals are for teachers to understand standards, create a technology-based lesson, and learn to use new apps. Assessments include evaluating lessons and teacher feedback. The budget outlines costs for standards books and materials. The conclusion states the goals are to prepare students for success by incorporating new skills and tools.
Similar to Starting and Ending Your Semester with a Bang! (20)
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...
Day 3_Session II_Using the Reach for College curriculum in your classroom
Day 3_Session II_Using the Reach for College curriculum in your classroom
Day 3_Session II_Using the RFC curriculum in your classroom
Day 3_Session II_Using the RFC curriculum in your classroom
Instructional Design for Online and Blended Learning Course Slides
Instructional Design for Online and Blended Learning Course Slides
Project-based Learning Multimedia as a Teaching-Learning Strategy
Project-based Learning Multimedia as a Teaching-Learning Strategy
Creating a Unit PlanOnce you’ve gotten to know your studen.docx
Creating a Unit PlanOnce you’ve gotten to know your studen.docx
More from Mountain View College Teaching and Learning
Blackboard Media Mashup
This document discusses media mashups in Blackboard, which combine elements from different sources. It defines media mashups and lists their benefits, such as presenting knowledge in diverse ways and providing access to content outside of Blackboard. The document demonstrates how to add four types of media mashups to Blackboard courses: Flickr photos, SlideShare presentations, YouTube videos, and Kaltura media. Hands-on activities guide the reader through adding each type of mashup as a standalone item in Blackboard.
2018 Fall - MVC Teaching & Learning Center
The document describes the Teaching and Learning Center (TLC) at Mountain View College. The TLC's mission is to promote excellence in teaching and learning by collaborating with faculty on innovative and effective teaching practices to support student success. The TLC provides various resources and services to faculty, such as instructional support, technology training, and guidance on blended and flipped classroom models. It also highlights trends in educational innovation and showcases innovative practices through a teaching and learning newsletter. The TLC aims to be a partner in innovation for faculty and the institution.
2018 Fall - Teacher Technology with Naima Hill
This document provides tips for getting the most out of the Blackboard learning management system, including using test pools and question sets to create varied tests for students. It also discusses using the Respondus LockDown browser for more secure online exams. Additional tips include using Blackboard Collaborate for online meetings and lectures. The document then covers options for video chatting, including Skype, Google Hangouts, and tips for good video quality. It concludes by mentioning other teaching tools and resources like the ShowMe app, Nepris for guest speakers, EdPuzzle for adding questions to videos, and Nearpod for interactive lessons.
2018 Fall - SACSCOC Presentation
Mountain View College is hosting an onsite review by SACSCOC September 25-27, 2018 to assess additional locations added since the last reaffirmation. The team will evaluate compliance with standards related to integrity, administration, faculty, student achievement, library/learning resources, academic/student support, and financial/physical resources at the main campus and additional locations. The schedule includes campus and location visits, interviews, and a report writing session to assess quality assurance across locations.
2018 Fall - Everything You Ever Wanted to Know About Nursing School
2018 Fall - Everything You Ever Wanted to Know About Nursing SchoolMountain View College Teaching and Learning
The presentation provided an overview of Mountain View College's nursing program, including details about requirements for registered nurses, the program's accreditation and certification pass rates, clinical placement partners, simulation lab facilities, student demographics, and employment outcomes. It highlighted the nursing shortage as motivation for the program and thanked attendees for their interest in learning more.2018 Fall - MVC Alumni From the Groundup
This document provides an overview of alumni relations best practices and the MountainView College (MVC) alumni experience. It discusses tracking alumni data, connecting with alumni through focus groups and discovery visits, and soliciting alumni through engagement techniques and fundraising. The document outlines next steps to understand alumni perceptions of MVC, identify motivations for engagement, increase campus partnerships and the scope of the alumni program, and explore fundraising opportunities.
2018 Fall - Bilingual Education Center
The document summarizes a Title V grant received by Mountain View College to establish a Bilingual Education Center. The goals of the center are to address the shortage of bilingual educators by providing support for Hispanic students, building career pathways in education, and providing training for faculty. The center will offer academic and career advising, implement student tracking systems, and provide culturally-relevant teaching strategies and professional development for faculty. Renovations are underway to house the new center by December 2018.
2018 Fall - Creating Successful Assessment Assignments
The document provides guidance for faculty members on creating assignments to assess core objectives in eCampus. It instructs faculty to sit with other members of their discipline at tables, use the same assignment for multiple objectives by consulting the relevant rubrics, leave assignment attempts at 1 unless it is a multiple draft task, avoid group work except for teamwork assessments, and that extra credit assignments are not recommended. The document also provides a contact for any questions.
2018 Fall - Japan 101 - Teamwork and Candy Sushi
This document provides an introduction to Japanese culture and the Toyota Production System (TPS). It discusses aspects of Japanese culture like their love of animation, craftsmanship, and respect for others. It then explains key aspects of TPS, including eliminating waste, automation with a human touch, and just-in-time production. To demonstrate TPS, it describes a project where students make "Sushi Okashi" or candy sushi using an assembly line process and implementing TPS principles like assigning roles and improving efficiency.
2018 Fall - Core Curriculum Assessment at MVC
This document provides a quick tutorial on core curriculum assessment at Mountain View College. It explains that assessment evaluates how effectively courses teach required skills to students. The college assesses six skills annually on a two-year cycle based on requirements. Faculty design assignments in their courses to measure the relevant skills, and student work is randomly selected and evaluated using rubrics. Results are reported to improve student learning and meet regulatory requirements. The role of faculty is to teach the objectives, create suitable assignments, and provide student work for assessment.
The Power of Purchasing
Dora and Ariana from the MVC Purchasing department presented an overview of the purchasing cycle. The six step process includes: 1) determining division needs, 2) obtaining quotes, 3) budget review, 4) completing requisition forms and obtaining approvals, 5) receiving goods, and 6) paying for goods. Key aspects of the process include following purchasing limits, completing all forms fully, and communicating with purchasing staff to resolve any issues. The overall goal is to efficiently obtain necessary goods while ensuring compliance and responsible spending of funds.
Windows 10 Tech Talk
The document provides instructions on how to locate all apps on the start menu. It was written by Charles Drakes of the Information and Technology Department at Mountain View College. The document gives step-by-step directions for finding apps that may be hidden on the start menu.
Emergency Operation Procedures
This document provides definitions and procedures for intruder lockdown, shelter-in-place, and fire drills at Mountain View College. For intruder lockdown, it describes securing rooms, calling 911, and remaining in place until an all-clear is given. For shelter-in-place during tornado warnings, it outlines moving to designated safer zones marked on maps. Fire drills involve evacuating the building upon alarms and gathering 300 feet away until the all-clear is announced.
Understanding MLA 8 Updates
The document summarizes the key changes between the 7th and 8th editions of MLA style. Some of the major differences include:
- For books, the 8th edition no longer requires including the city of publication or publisher locations.
- Website citations now include the title of the specific web page in quotation marks, rather than the URL. Access dates are optional.
- Journal citations now include the volume number and issue number in addition to the page range.
- Common terms like editor, edited by, and translator are no longer abbreviated in the works cited list.
- Only the first author is provided for sources with three or more authors, followed by "et al." Dates are
2017 Spring Assessment Update
This document provides an update on core curriculum assessment at a Texas college. It outlines how to align assignments to rubrics in the assessment system. Faculty are encouraged to continue teaching core objectives like critical thinking and teamwork. Simplified new rubrics for personal responsibility, social responsibility, and teamwork will be introduced in the fall. Contact information is provided for those needing assistance.
PDF Forms to the Rescue
This document provides a 7-step process for converting existing files like Word documents into interactive PDF forms. It explains how to select a file, edit text and checkbox field properties, add custom signature and text fields, create a button to clear the form fields, and preview and test the completed interactive PDF form.
OpenStax ‐Transitioning from Traditional Textbooks to Free
OpenStax ‐Transitioning from Traditional Textbooks to FreeMountain View College Teaching and Learning
This document discusses transitioning from traditional textbooks to using open educational resources from OpenStax. It notes that OpenStax textbooks are free, high-quality, and have no catches. It then addresses common student concerns about textbook costs and the impact on enrollment. It outlines the credentials and backing of OpenStax. It provides information on accessing OpenStax resources like textbooks, instructor materials, and concept coaching tools. Finally, it summarizes the overall benefits of using OpenStax for students, instructors, and colleges.Check. Change. Control. MVC’s New Blood Pressure Program
The document discusses the Check. Change. Control. program, a 4-month program run by the American Heart Association to help control hypertension. The program uses an online health tracking tool and offline education sessions to help participants manage their blood pressure, weight, physical activity and other health metrics. It aims to move 11-17 million more Americans to control their high blood pressure by 2020 in order to reduce deaths from cardiovascular disease and stroke by 20%. Initial rollout plans include a text campaign to promote simple lifestyle changes and encourage broad enrollment in the program.
Title IX Yearly Mandatory Training
Title IX is a federal law that prohibits sex-based discrimination in any education program or activity receiving federal funding. It protects students and staff from sexual misconduct including harassment, assault, stalking, and intimate partner violence. The presentation provided an overview of Title IX and related laws like Clery Act, VAWA, and Campus SaVE Act. It discussed required reporting of incidents, definitions of prohibited conduct, consent standards, and support resources available to victims. As an MVC employee, the presenter noted they are required to report any disclosed sexual misconduct to the Title IX coordinator to ensure campus safety.
More from Mountain View College Teaching and Learning (20)
2018 Fall - Everything You Ever Wanted to Know About Nursing School
2018 Fall - Everything You Ever Wanted to Know About Nursing School
2018 Fall - Creating Successful Assessment Assignments
2018 Fall - Creating Successful Assessment Assignments
OpenStax ‐Transitioning from Traditional Textbooks to Free
OpenStax ‐Transitioning from Traditional Textbooks to Free
Check. Change. Control. MVC’s New Blood Pressure Program
Check. Change. Control. MVC’s New Blood Pressure Program
Recently uploaded
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdExploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaPCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17
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.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
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 ...
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Starting and Ending Your Semester with a Bang!
- 1. -BEST PRACTICES- Starting and Ending Your Semester with a Bang! Villa R. Vance, MS - Instructional Designer August 22, 2018 - View College The Learning Technology Team
- 2. Objectives ❏ List different best practices before & after the start of the semester. ❏ Learn to apply the best practices in the course. ❏ Share best practices and incorporate what you learned. ❏ Learn the importance of having best practices. At the end of the presentation, learners will be able to;
- 4. What are the best practices before the start of the semester?
- 5. Before the Start of the Semester ❏Set availability of the course ❏Post a CURRENT Syllabus ❏Create an announcement - set availability to first day of class ❏ Welcome your student ❏ Provide direction on what to do ❏ https://bit.ly/2sroTZE
- 6. Before the Start of the Semester ❏Copy your course ❏ Copy your course to a course template ❏ Send request to helpdesk ❏ Request assistance from an Instructional Designer ❏Use a Course Template ❏ Clean and organized your content
- 7. Before the Start of the Semester ❏CLEAN UP Course (before/after copy) ❏ Edit announcements to update creation date ❏ Check links and update as needed ❏ Update due dates ❏ Delete duplicate items or menu items ❏ Check availability of the content item ❏ Check your grade center columns ❏ Clean up discussion boards ❏ Check test pools and delete duplicate
- 8. Before the Start of the Semester ❏Remind the student to update personal information. ❏Make sure all content is ADA Compliant
- 9. END of the Semester. It’s time to relax
- 10. After the Semester is Over ❏Make course unavailable ❏ At least 2 weeks after the semester ends ❏Clean up Content Collections ❏Prepare your template for copy
- 11. ❏Why do all these best practices? ❏What can we gain from it?
- 13. Contact Information villavance@dcccd.edu Additional Resource: Best Practices for Teaching Online - Brown University https://bit.ly/2ET90Du ltt@dcccd.edu