This unit plan is for an 11th grade classroom over 5 days. It will teach students about persuasion techniques like pathos, ethos, and logos. Students will analyze advertisements and cults. They will learn to identify and resist persuasive messages. Each day focuses on a different topic and has objectives, materials, activities, and assessments. The unit culminates with students demonstrating they can apply persuasion concepts to real-world scenarios.
This document discusses using PowerPoint presentations in different educational levels and contexts. At the college level, including content-based questions within PowerPoint lectures improved student grades compared to traditional lectures. In high school, having students create and present PowerPoint presentations on their research helped more students complete term papers on time. Even second graders were able to teach each other how to use PowerPoint and enjoyed collaborating on slideshows. PowerPoint presentations can be effectively used across all grade levels to engage students and improve learning outcomes.
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessmen...Peter Newbury
This document summarizes a presentation about fixed and growth mindsets and assessment that supports learning. It discusses how having a growth mindset is important for both students and teachers. A growth mindset is needed to engage in deliberate practice and feedback, which are essential for learning. The presentation recommends using rubrics and targeted feedback to foster growth mindsets and support productive practice in students. Teachers must approach students with a growth mindset about their potential and tailor instruction based on individual abilities and needs.
SIO Workshop: Course Design 2 - Alternatives to LecturePeter Newbury
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 14, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
This document contains 64 multiple choice questions about education topics such as teaching methods, learning theories, classroom assessment, curriculum development, and educational psychology. The questions cover concepts like lesson planning, Bloom's taxonomy, intrinsic motivation, social learning theory, and standardized testing. The correct answers to each question are also provided.
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The document describes changes made to a TESOL module to implement a flipped learning model. Key changes included moving short language lectures online as screencasts and videos for pre-class work, and using class time for more interactive activities and applying content to practice. This aimed to give students more control over their learning and better prepare them for in-class discussions. Evaluation found that while some students engaged well with pre-work, others struggled with independent learning or found both pre- and post-work excessive. The module will be refined based on learning points around orientation, feedback, and modifying task lengths and types.
From SLLA Crash Course (2017). This has two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. There are many different ways to study for the SLLA. One way is to be familiar with test questions and styles. This presentation is meant as an aid for those seeking school administrators licensure. If you questions or comments email me at whozien@gmail.com
This document discusses using PowerPoint presentations in different educational levels and contexts. At the college level, including content-based questions within PowerPoint lectures improved student grades compared to traditional lectures. In high school, having students create and present PowerPoint presentations on their research helped more students complete term papers on time. Even second graders were able to teach each other how to use PowerPoint and enjoyed collaborating on slideshows. PowerPoint presentations can be effectively used across all grade levels to engage students and improve learning outcomes.
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessmen...Peter Newbury
This document summarizes a presentation about fixed and growth mindsets and assessment that supports learning. It discusses how having a growth mindset is important for both students and teachers. A growth mindset is needed to engage in deliberate practice and feedback, which are essential for learning. The presentation recommends using rubrics and targeted feedback to foster growth mindsets and support productive practice in students. Teachers must approach students with a growth mindset about their potential and tailor instruction based on individual abilities and needs.
SIO Workshop: Course Design 2 - Alternatives to LecturePeter Newbury
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 14, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
This document contains 64 multiple choice questions about education topics such as teaching methods, learning theories, classroom assessment, curriculum development, and educational psychology. The questions cover concepts like lesson planning, Bloom's taxonomy, intrinsic motivation, social learning theory, and standardized testing. The correct answers to each question are also provided.
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The document describes changes made to a TESOL module to implement a flipped learning model. Key changes included moving short language lectures online as screencasts and videos for pre-class work, and using class time for more interactive activities and applying content to practice. This aimed to give students more control over their learning and better prepare them for in-class discussions. Evaluation found that while some students engaged well with pre-work, others struggled with independent learning or found both pre- and post-work excessive. The module will be refined based on learning points around orientation, feedback, and modifying task lengths and types.
From SLLA Crash Course (2017). This has two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. There are many different ways to study for the SLLA. One way is to be familiar with test questions and styles. This presentation is meant as an aid for those seeking school administrators licensure. If you questions or comments email me at whozien@gmail.com
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...Rich McCue
This document outlines a presentation on a study exploring the learning outcomes of using a flipped learning methodology for post-secondary information literacy instruction compared to a traditional teaching method. The presentation covers the research questions, theoretical frameworks, mixed methods research design, results from quantitative pre- and post-tests and qualitative student interviews, educational implications drawn from the findings, and limitations and opportunities for future research. Key results include higher achievement and confidence levels on post-tests for students in the flipped learning sections, particularly for ESL students, and qualitative feedback indicating students found the flipped approach more engaging and helpful for scaffolding larger assignments.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
The College Classroom Wi16 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that covered various interactive teaching techniques including peer instruction with clickers, think-pair-share activities, demonstrations, using artifacts, surveys, whiteboards, discussions, and videos. It discussed how these techniques engage students in the learning process compared to traditional passive lecturing. Research showing active learning improves student performance, particularly in STEM fields, was also reviewed. The document encouraged incorporating these activities in college classrooms to enhance student learning and retention.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
Cengage Learning Webinar, Psychology, Teaching the Psychology of Adjustment a...Cengage Learning
The old adage "Try, try again" suggesting persistence leads to success turns out to be true, according to recent research. In this April 16, 2013 session discussed ideas that will help your students become better learners and more successful in endeavors beyond the classroom.
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
TTMPH Fa14 Week 4: Fixed and Growth Mindset & Assessment that Supports LearningPeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Elm 530 types and purposes of assessment entire courseMarianStallworth
This document provides details for the entire ELM 530 Types and Purposes of Assessment course, including assignments, discussions, and clinical field experiences. The course focuses on assessment literacy, with topics including formative and summative assessment, using assessment for student mastery, accommodating diverse learners, and developing a comprehensive assessment plan. Assignments include analyzing assessment items, creating traditional and performance-based assessments, and interviewing school administrators and teachers about district-wide assessment practices. The goal is for students to gain knowledge and skills to effectively create and employ classroom assessments.
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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 discusses incorporating formative assessment and active learning into courses to spend less time grading and more time engaging with students. It recommends using formative assessment techniques like Padlet and Kahoot to get students more actively involved in class. These techniques make material more accessible and build student confidence by removing barriers. Formative assessments help identify concepts students are struggling with so teachers can adjust their lessons and instruction. This leads to improved student evaluations and makes teaching more enjoyable.
This document summarizes Tim Gascoigne's reflections on attending the EARCOS 2012 conference workshop on developing mathematical practices led by Euling Monroe. Some key points from the workshop included a focus on developing students' oral language and vocabulary around mathematics, providing meaningful tasks rather than just activities, and ensuring lessons include engagement, differentiation and scaffolding to support all students. The workshop challenged Tim's approach and provided strategies to improve his mathematics instruction, particularly in supporting English language learners.
This lesson plan is for a unit on Spanish holidays for students ages 11-14, including two with ADHD. The students will work in groups to research an assigned holiday using a webquest and SecondLife, then create and present a presentation to the class. The objectives are for students to become familiar with 5 holidays and adequately describe 3 aspects of celebrations. Students will use computers in the lab and can work from home, communicating via Edmodo. Participation is required from all students through discussions, group work, and presentations. Students will be evaluated on their presentation and webquest, and asked to evaluate the unit's methods to help improve future lessons.
This lesson plan is for a Spanish 1 class of 18 students ages 11-14, including 2 males with ADHD. The goal is for students to become familiar with 5 holidays in Spanish-speaking countries through a project-based learning approach. Students will work in groups to research an assigned holiday, create a presentation, and present to the class. The teacher will use videos, QR codes, and social media to engage students and provide research materials. Students will complete their work in the computer lab while the teacher monitors their participation. Students will be evaluated on a 100-point rubric based on their presentation. The teacher will assess student learning, solicit feedback, and revise the lesson as needed.
This lesson plan is for a Spanish 1 class of 18 students ages 11-14, including 2 males with ADHD. The students will have limited Spanish knowledge. The plan involves students working in groups to research and present on a Spanish-speaking country holiday using a podcast, webquest, and virtual world. Students will identify 5 discussed holidays and describe 3 celebration aspects. The teacher will evaluate students on their 100-point presentation and 25-point webquest. Students will also evaluate the lesson effectiveness and methods. The teacher will consider student performance and feedback to revise future lessons.
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
Exploring the Learning Outcomes of a Flipped Learning Methodology for Post-Se...Rich McCue
This document outlines a presentation on a study exploring the learning outcomes of using a flipped learning methodology for post-secondary information literacy instruction compared to a traditional teaching method. The presentation covers the research questions, theoretical frameworks, mixed methods research design, results from quantitative pre- and post-tests and qualitative student interviews, educational implications drawn from the findings, and limitations and opportunities for future research. Key results include higher achievement and confidence levels on post-tests for students in the flipped learning sections, particularly for ESL students, and qualitative feedback indicating students found the flipped approach more engaging and helpful for scaffolding larger assignments.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
The College Classroom Wi16 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that covered various interactive teaching techniques including peer instruction with clickers, think-pair-share activities, demonstrations, using artifacts, surveys, whiteboards, discussions, and videos. It discussed how these techniques engage students in the learning process compared to traditional passive lecturing. Research showing active learning improves student performance, particularly in STEM fields, was also reviewed. The document encouraged incorporating these activities in college classrooms to enhance student learning and retention.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
Cengage Learning Webinar, Psychology, Teaching the Psychology of Adjustment a...Cengage Learning
The old adage "Try, try again" suggesting persistence leads to success turns out to be true, according to recent research. In this April 16, 2013 session discussed ideas that will help your students become better learners and more successful in endeavors beyond the classroom.
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
TTMPH Fa14 Week 4: Fixed and Growth Mindset & Assessment that Supports LearningPeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Elm 530 types and purposes of assessment entire courseMarianStallworth
This document provides details for the entire ELM 530 Types and Purposes of Assessment course, including assignments, discussions, and clinical field experiences. The course focuses on assessment literacy, with topics including formative and summative assessment, using assessment for student mastery, accommodating diverse learners, and developing a comprehensive assessment plan. Assignments include analyzing assessment items, creating traditional and performance-based assessments, and interviewing school administrators and teachers about district-wide assessment practices. The goal is for students to gain knowledge and skills to effectively create and employ classroom assessments.
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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 discusses incorporating formative assessment and active learning into courses to spend less time grading and more time engaging with students. It recommends using formative assessment techniques like Padlet and Kahoot to get students more actively involved in class. These techniques make material more accessible and build student confidence by removing barriers. Formative assessments help identify concepts students are struggling with so teachers can adjust their lessons and instruction. This leads to improved student evaluations and makes teaching more enjoyable.
This document summarizes Tim Gascoigne's reflections on attending the EARCOS 2012 conference workshop on developing mathematical practices led by Euling Monroe. Some key points from the workshop included a focus on developing students' oral language and vocabulary around mathematics, providing meaningful tasks rather than just activities, and ensuring lessons include engagement, differentiation and scaffolding to support all students. The workshop challenged Tim's approach and provided strategies to improve his mathematics instruction, particularly in supporting English language learners.
This lesson plan is for a unit on Spanish holidays for students ages 11-14, including two with ADHD. The students will work in groups to research an assigned holiday using a webquest and SecondLife, then create and present a presentation to the class. The objectives are for students to become familiar with 5 holidays and adequately describe 3 aspects of celebrations. Students will use computers in the lab and can work from home, communicating via Edmodo. Participation is required from all students through discussions, group work, and presentations. Students will be evaluated on their presentation and webquest, and asked to evaluate the unit's methods to help improve future lessons.
This lesson plan is for a Spanish 1 class of 18 students ages 11-14, including 2 males with ADHD. The goal is for students to become familiar with 5 holidays in Spanish-speaking countries through a project-based learning approach. Students will work in groups to research an assigned holiday, create a presentation, and present to the class. The teacher will use videos, QR codes, and social media to engage students and provide research materials. Students will complete their work in the computer lab while the teacher monitors their participation. Students will be evaluated on a 100-point rubric based on their presentation. The teacher will assess student learning, solicit feedback, and revise the lesson as needed.
This lesson plan is for a Spanish 1 class of 18 students ages 11-14, including 2 males with ADHD. The students will have limited Spanish knowledge. The plan involves students working in groups to research and present on a Spanish-speaking country holiday using a podcast, webquest, and virtual world. Students will identify 5 discussed holidays and describe 3 celebration aspects. The teacher will evaluate students on their 100-point presentation and 25-point webquest. Students will also evaluate the lesson effectiveness and methods. The teacher will consider student performance and feedback to revise future lessons.
Project-based learning (PBL) involves students working autonomously on tasks to solve problems and culminate in a final product presented to others. It promotes active participation, collaborative work, and links theory to real-world application. Implementing PBL involves choosing a relevant topic, developing evaluation criteria and a guiding question, planning learning activities, creating a final product for an audience. Key aspects are students taking the lead in their learning, learning how to learn, using PBL as a means rather than an end, promoting social skills through collaboration, and integrating different disciplines.
Personal plan for effective student centered instruction final draft pdfLeAnn Skeen
The document outlines a personal plan for effective student-centered language arts instruction. It discusses using differentiated instructional strategies and cooperative learning. The goals are for students to be actively involved in meaningful learning experiences that build lifelong critical thinking skills. Technology will be used to connect students within the classroom, school, community, and globally to make learning more personal and meaningful.
Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
This document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
Active learning and the Internet and Reflections - University of Memphis, Cel...Celia Pruitt
The document discusses various teaching methods and assignments used in a classroom including generative learning, collaborative learning, project based learning, problem based learning, and anchored instruction. Generative learning and collaborative learning are identified as most beneficial as they allow students to organize knowledge and learn from peers. The teacher wants to incorporate more inquiry learning by allowing student groups to observe a subject, record responses, compare answers, and develop questions. Technology could be used more by having students complete online activities and utilizing websites, blogs, and multimedia to present projects and stories.
This document provides instructions and guidance for students on completing blogging assignments for a course. It includes directions on setting up audio tools, checking emails daily, reading other student blogs, correctly naming blog posts, and uploading assignments by certain deadlines. Students are asked to reflect on concepts like 21st century classrooms and pedagogical theories, and apply them to create their own approaches to teaching and learning. Guidance is given on assessing students' first blog posts and how to upload them for grading.
This social studies portfolio contains information about the author and various teaching resources and strategies. It includes sections on learner-centered strategies like inquiry-based learning, project-based learning, role-playing, small group discussions, and open-ended questioning. It also outlines formative assessment tools such as quizzes, homework, oral recitation, group discussions, and individual reporting. Summative assessment tools covered include periodical examinations, Venn diagrams, collage making, graphic organizers, journaling, and final reporting. The portfolio also provides examples of learning plans, sample videos, and discusses inclusive strategies like understanding students, varied instruction, collaborative planning, and developing a respectful classroom environment.
This lesson plan introduces students ages 11-14 to 5 holidays in Spanish-speaking countries. The students have limited Spanish knowledge and no prior experience with this topic. A variety of learning styles are represented, including two students with ADHD who learn best with movement. Objectives are to familiarize students with the holidays and have them describe 3 aspects of celebrations. A multi-day plan uses discussion, videos, group work in a computer lab, and presentations to engage students and meet the objectives. Students are evaluated on their presentation and provide feedback to improve future lessons.
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
The document describes a teacher's problem of practice in meeting the needs of all students in a heterogeneous classroom. The teacher aims to prove that catering to different ability levels is possible through expanding classroom walls using technology and collaborative learning. Students will work in groups, discuss concepts online, and use simulations. Preliminary results found increased participation, especially from quiet students, through exploring simulations and discussing concepts online and in class. The teacher aims to continue incorporating collaborative learning and technology to engage all students.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
ASSESSMENTS1ASSESSMENTS5Assessments and Grading Rubric.docxfestockton
ASSESSMENTS
1
ASSESSMENTS
5
Assessments and Grading Rubric
Formative Assessment
Questions and answers
Questions will be asked as the lesson goes on and students asked to answer at random
Observation
Observe how students react to new concepts
Exit slips and admits slips
Questions will be administered and collected at the end of the lesson
Self-assessment
Students will be asked to reflect on their learning process
Group discussions
Students will be grouped to discuss what they have learned
Peer-assessment
Students will be asked to assess one another
Formative assessment refers to the techniques employed by teachers to undertake the in-process evaluation of the students’ grasp of a concept being taught (Black & William, 2009). A good formative assessment should be able to give feedback to the teacher on the students' comprehension, the learning needs and the progress made during the lesson or topic. The objective of the designed formative assessment will be to gather information and learning experiences that will be used to improve the learning process and make modifications where necessary.
As the lesson progresses, the teacher will pose questions to the students at different stages of Piaget's Cognitive Stages of Development and students will be selected to answer at random to test the individual grasp of the processes and characteristics involved in the different stages. Observation will be essential in evaluating the students' concentration levels and their reaction to the introduction of new concepts. Admit slips with questions on the previous lesson will be given at the start of the lesson to test the students' comprehension of the previous concepts learned. Exit slips with questions on the lesson of the day will also be given and collected at the end of the lesson to evaluate how the students faired during the lesson. The students will also be asked to undertake a self-assessment test on how they understood the concept. Group discussion will be encouraged for the students to also do peer-assessment on one another and come up with questions on areas that need clarification and ways to improve the learning process.
Summative Assessment
The following questions will be asked at the end of the topic to do a summative assessment of the students' grasp of the concept of Piaget's theory of cognitive development.
1. Is the rehearsal of information among different levels of school-going children an ability they develop as they age or is it a skill they acquire through formal education?
2. In your opinion, would a genius child reach the formal operational stage faster than a child of formal intelligence?
3. Does the environment have any influence on the progression through Piaget’s stages of cognitive development?
A summative assessment aims to test the students' grasp and comprehension of the whole concept (Garrison &Ehringhaus, 2007). At the end of the topic, the above questions will be given to the students and answers expected within a given ...
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Similar to The power of persuasion unitplan day by day (20)
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This unit plan focuses on teaching 11th grade students about the techniques of persuasion over two weeks. In week one, students will learn key concepts of persuasion through activities, discussions, and a group project. They will define techniques like the Yale Approach and elaboration likelihood model. In week two, the unit delves into cults and how they use persuasion to indoctrinate followers and keep them. Students analyze real cult examples and learn to resist persuasive messages. Assessment includes papers, presentations, and class discussions where students practice and demonstrate their understanding of persuasion concepts.
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Students will research cults in groups and create a digital storytelling video about the cult they choose. They will include information about the cult's origins, leader, indoctrination techniques, and current status. The video will be evaluated on cooperative learning, accuracy of information presented, and aesthetic quality. A list of cults is provided for students to choose from, along with online resources for research. The goal is to help students understand cult persuasion methods and prevent falling victim to cults.
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Syllabus
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Chapter 2
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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1. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
The Power of Persuasion: A Day-By-Day Breakdown
Abstract
This Unit Plan is intended for an 11th grade classroom. It will discuss the components, methods
and techniques used in persuasion. After having completed this unit, students will be able to
accurately identify real world examplesof persuasion. All of this will be accomplished through
learning about the mechanics of persuasion, analyzing and viewing advertisements and studying
the process of indoctrination and mechanics of cults. Ultimately, students will know how to
identify and resist persuasive messages.
Monday: Day 1
Analyze Learners: This classroom consists of a total of 20 students who are in the 11th grade
(16-17 years old). There are 17 Caucasian, 1 African American, and 2 Asian students.
Additionally, there are 11 females and 9 males. Students come from similar socioeconomic
backgrounds, most come from middle-class families. Four of the students have mild cases of
ADHD; 3 are generally unaffected by their disability. Students have very little knowledge on the
topic as this is the first Psychology class they have taken. Students in this class are active and
hand’s on learners.
State Objective: By the end of today’s lesson, the 11th grade students in this classroom will
understand and be capable of applying the four critical elements of persuasion, pathos, ethos, and
logos, the difference between the two routes to getting a persuasive message across (elaboration
likely-hood model), and common techniques involved in persuading others to real world
scenarios. This class will demonstrate the knowledge they have obtained by posting a real-life,
personal experience scenario on the class Blog. In the blog, they must identify the methods and
techniques of persuasion with detail, as well as identify the route used to get the message across.
Examples used must be 100% accurate in identifying a personal scenario.
Select Methods, Media and Materials
Students will utilize WebQuest to perform assignment.
Students may choose between making a PowerPoint, Video, Google Drive, Prezi, or
Podcast to create their group assignment. Must consult instructor if they want to use
another method.
Students will have access to computers to create projects.
Teacher will use SmartBoard to display material.
2. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
Youtube and TeacherTube will be used to teach persuasion techniques, pathos,logos,
ethos, ELB.
Podcast will be made available on the ELB.
PowerPoint for 4 Critical Elements of persuasion.
Students will use Blogger.com
Utilize Materials
Teacher will need to ensure that all links, videos and presentation materials are working
and valid.
Teacher will need to ensure a computer lab is open or computers are available in the
class.
Teacher will need to arrange the classroom in sucha way that it is easy to work in groups,
as well as easy to view the SmartBoard.
I will use my SmartBoard to display PowerPoint Presentation and Videos.
The Students will use WebQuest to begin creating their group project.
The students will use classroom computers to accomplish their project.
Once the students have gathered enough information, they will create their assignment
using any application they please.
Students will use blogger to demonstrate the knowledge they have learned in today’s
lesson.
Require Learner Participation
Students will be required to participate in the assignment and discuss questions that are brought
up in class.In order to accomplish this, the teacher must engage students in conversation and
bring about class discussion by asking questions that will allow the students to think critically.
After the lesson, students will work in groups to begin creating their project on advertising. Each
student must participate or they will receive a failing grade. Students will, as homework, post on
the blog page for the class to demonstrate what they learned that day.
Evaluate and Revise
Instructor will assign a Blog discussion at the end of class to be due by midnight. Teacher will
evaluate the responses of the students to determine if they grasped the concept of the material.
The blog will be informal. Teacher will be looking to see if any discrepancies in learning have
occurred. She will look for things such as: correct terms, accurate examples, and an overall
understanding of how persuasion works. Students will be graded on a pass/fail bases, but will
have the opportunity to correct mistakes.
3. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
Tuesday: Day 2
Analyze Learners: This classroom consists of a total of 20 students who are in the 11th grade
(16-17 years old). There are 17 Caucasian, 1 African American, and 2 Asian students.
Additionally, there are 11 females and 9 males. Students come from similar socioeconomic
backgrounds, most come from middle-class families. Four of the students have mild cases of
ADHD; 3 are generally unaffected by their disability. Students have very little knowledge on the
topic as this is the first Psychology class they have taken. Students in this class are active and
hand’s on learners.
State Objective: By the end of today’s class, the 11th grade students in this classroom will
understand the mechanics of advertising to their fullest capability. With at least 90% accuracy,
students will identify persuasive techniques and tricks used in advertising, such as color
schemes, and techniques we discussed in previous classes. To demonstrate their ability to do this,
students will finalize their WebQuest assignment by the end of class and be prepared to present
for tomorrow’s class. Students will also strengthen their ability to work in groups by actively
participating and interacting with other group members. To demonstrate their ability to do so,
students will have to have their own part in the presentation, as well as indicate the sections of
the presentation they contributed to and complete the task before the end of class, all with 100%
accuracy.
Select Methods, Media and Materials
Students will utilize WebQuest to finish assignment.
Students may choose between making a PowerPoint, Video, Google Drive, Prezi, or
Podcast to create their group assignment. Must consult instructor if they want to use
another method.
Students will have access to computers to create projects.
Teacher will use SmartBoard to display material.
Youtube and TeacherTube will be used to teach advertising tricks.
Utilize Materials
Teacher will need to ensure that all links, videos and presentation materials are working
and valid.
Teacher will need to ensure a computer lab is open or computers are available in the
class.
Teacher will need to arrange the classroom in sucha way that it is easy to work in groups,
as well as easy to view the SmartBoard.
Teacher will use theSmartBoard to display PowerPoint Presentation and Videos.
The Students will use WebQuest to finalize their group project.
4. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
The students will use classroom computers to accomplish their project.
Once the students have gathered enough information, they will create their assignment
using any application they please.
Require Learner Participation
Students will be required to participate in the assignment and discuss questions that are brought
up in class.In order to accomplish this, the teacher must engage students in conversation and
bring about class discussion by asking questions that will allow the students to think critically.
After the lesson, students will work in groups to finalize their project on advertising. Each
student must participate or they will receive a failing grade.
Evaluate and Revise
Instructor will visually evaluate the classroom to ensure students are actively participating in
groups. Official evaluation on WebQuest assignment will be made tomorrow during
presentations.
Wednesday: Day 3
Analyze Learners: This classroom consists of a total of 20 students who are in the 11th grade
(16-17 years old). There are 17 Caucasian, 1 African American, and 2 Asian students.
Additionally, there are 11 females and 9 males. Students come from similar socioeconomic
backgrounds, most come from middle-class families. Four of the students have mild cases of
ADHD; 3 are generally unaffected by their disability. Students have very little knowledge on the
topic as this is the first Psychology class they have taken. Students in this class are active and
hand’s on learners.
State Objective:By the end of today’s lesson, students in this classroom will understand with
100% accuracy as to how cults indoctrinate their members and persuade them to do as they
please. To demonstrate the knowledge learned from this, students will partake in another Blog
post discussion that will tell me how they would create their own cult and how they would
indoctrinate their members. Students must provide reasonable details and supportive claims that
are 100% accurate and reliable. They must demonstrate a clear understanding of how cults work.
To further exemplify their knowledge on cults, students will be assigned a WebQuest group
assignment due that is Friday and will be evaluated then. This assignment must demonstrate an
understanding of the chosen cult and how they indoctrinated their members, and provide details
with the functionality of the cult. On this day, students will also successfully present their
presentation, within a timely manner and adhere by the guidelines provided with 100% accuracy.
Select Methods, Media and Materials
Students will present their advertisement project by the method they had chosen on the
SmartBoard, if applicable.
5. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
Teacher will use SmartBoard to display all material.
Youtube will be used to explain cults to students.
Hand out will be given for the group assignment on cults.
Students will use either a video of storytelling or a wikispace to create their Cult project.
Utilize Materials
Teacher will need to ensure that all links, videos and presentation materials are working
and valid.
Teacher will need to ensure a computer lab is open or computers are available in the
class.
Teacher will need to arrange the classroom in such a way that it is easy to work in
groups, as well as easy to view the SmartBoard.
Teacher will use the SmartBoard to display PowerPoint Presentation and Videos.
The Students will use SmartBoard to present their projects.
Students will begin working on their cult assignment and will utilize the handout for
directions.
Require Learner Participation
Students will be required to participate in the assignment and discuss questions that are brought
up in class. . In order to accomplish this, the teacher must engage students in conversation and
bring about class discussion by asking questions that will allow the students to think critically.
Students will each demonstrate an active role of participation during presentations. Students will
complete the online blog assignment. Students will begin working on the Cult assignment with
their group.
Evaluate and Revise
Instructor will review blog posts made by students to ensure that there is not a discrepancy in
learning. Teacher will be looking at whether or not the students have a realistic understanding of
how cults and persuasion tie in together. Today, the teacher will also evaluate the assignment on
advertising, using the rubric below:
6. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
Thursday: Day 4
Analyze Learners: This classroom consists of a total of 20 students who are in the 11th grade
(16-17 years old). There are 17 Caucasian, 1 African American, and 2 Asian students.
Additionally, there are 11 females and 9 males. Students come from similar socioeconomic
backgrounds, most come from middle-class families. Four of the students have mild cases of
ADHD; 3 are generally unaffected by their disability. Students have very little knowledge on the
topic as this is the first Psychology class they have taken. Students in this class are active and
hand’s on learners.
State Objective:By the end today’s lessons, the 11th grade students in this classroom will know
how to identify and resist persuasive messages, without hesitation and with 100% accuracy. In
order to demonstrate their ability to resist persuasive messages, students will create a quick skit
with their group that accurately entails how to resist a persuasive message when another
individual is attempting to persuade them. Students must demonstrate a clear understanding of
how persuasion works and how to resist it with 100% accuracy. Students will also strengthen
their ability to work in groups by actively participating and interacting with other group
members. To demonstrate their ability to do so, students will have to have their own part in the
presentation, as well as indicate the sections of the presentation they contributed to and complete
the task before the end of class, all with 100% accuracy.
7. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
Select Methods, Media and Materials
Students will use either a video of storytelling or a wikispace to create their Cult project.
Teacher will use SmartBoard to display all material.
Youtube will be used to explain cults to students.
Hand out will be given for the group assignment on cults.
Utilize Materials
Teacher will need to ensure that all links, videos and presentation materials are working
and valid.
Teacher will need to ensure a computer lab is open or computers are available in the
class.
Teacher will need to arrange the classroom in such a way that it is easy to work in
groups, as well as easy to view the SmartBoard.
Teacher will use the SmartBoard to display PowerPoint Presentation and Videos.
The Students will use SmartBoard to present their projects.
Students will finalize their cult assignment and will utilize the handout for directions, as
well as creating their video or wikispace.
Require Learner Participation
Students will be required to participate in the assignment and discuss questions that are brought
up in class. In order to accomplish this, the teacher must engage students in conversation and
bring about class discussion by asking questions that will allow the students to think critically.
Students will each demonstrate an active role of participation during presentations. Students will
participate in in-class activity.
Evaluate and Revise
Instructor will visually evaluate the classroom to ensure students are actively participating in
groups. Misconduct will not be tolerable and will be punishable. Instructor will evaluate the skit
in a pass/fail manner. She will be looking to see whether or not the students accurately
demonstrated their understanding of resisting persuasion. Official evaluation on Cult WebQuest
assignment will be made tomorrow during presentations.
Friday: Day 5
Analyze Learners: This classroom consists of a total of 20 students who are in the 11th grade
(16-17 years old). There are 17 Caucasian, 1 African American, and 2 Asian students.
Additionally, there are 11 females and 9 males. Students come from similar socioeconomic
backgrounds, most come from middle-class families. Four of the students have mild cases of
ADHD; 3 are generally unaffected by their disability. Students have very little knowledge on the
8. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
topic as this is the first Psychology class they have taken. Students in this class are active and
hand’s on learners.
State Objective:By the end today’s lesson, and overall unit, the 11th grade students in this
classroom will understand and be capable of applying the four critical elements of persuasion,
pathos, ethos, and logos, the difference between the two routes to getting a persuasive message
across (elaboration likely-hood model), and common techniques involved in persuading others to
real world scenarios. Furthermore, they will understand the mechanics of advertising to their
fullest capability as well as, with 100% accuracy, know how cults indoctrinate their members
and persuade them to do as they please. Finally, this classroom will know how to resist
persuasive messages, without hesitation and with 100% accuracy. Ultimately, students are
capable of applying the methods and mechanics of persuasion to real world scenarios which will
help them protect their selves. Students have demonstrated their ability to do this, with at least
85- 100% accuracy to pass this lesson. Students will evaluate the lesson and teacher to provide
feedback on the lesson.
Select Methods, Media and Materials
Students will present their Cult Webquest.
Teacher will use SmartBoard to display all material.
Students will be assigned a blog to reflect upon the assignment.
Utilize Materials
Teacher will need to ensure that all links, videos and presentation materials are working
and valid.
Teacher will need to ensure a computer lab is open or computers are available in the
class.
Teacher will need to arrange the classroom in such a way that it is easy to work in
groups, as well as easy to view the SmartBoard.
Teacher will use theSmartBoard to display student presentations.
The Students will use SmartBoard to present their projects.
Students will present their Cult Webquest.
Require Learner Participation
Students will each demonstrate an active role of participation during presentations. Students
will participate in online-lesson reflection.
Evaluate and Revise
Today, instructor will evaluate group project on cults, using the following rubric:
4 points
3 Points
2 Points
1 Point
Total
9. Hollie Keesee - CI 350 12:30-1:45 – Unit Plan Final
Score
Cooperative
Learning
Student actively
participated in their
group as well as
worked well with
others.
Information
on Cult
The information
presented was
accurate and well
organized in the
video.
Aesthetics of The video was
Video
pleasing to look at.
Writing was clearly
visible, music was
appropriate, imaged
were
visible/appropriate.
The video was well
organized and
contained viable
information. Met
time requirements.
Student
slightly
participated in
group and
somewhat
worked well
with others.
The
information
presented
contained
minor errors
and was well
organized in
the video.
The Video
was overall
pleasing to
look at but
contained
minor errors
such as text
that was not
visible or
misaligned
imaged or
music.
Information
was well
organized and
contained
accurate and
viable
information.
Met time
requirements.
Student
participated to
the minimum
extent and did
not work well
with others
Student did
not
participate.
The
information
presented
contained
serious
defaults and
was not
organized in
an appropriate
manner.
The Video
was not
pleasing to
look at it. Text
was difficult
to read. Music
was
inappropriate.
Information
was jumbled
and not
organized.
Did not meet
time
requirement.
The majority
of the
information
was
inaccurate
and/or was
unorganized.
The video
lacked quality
in all areas.
Or the video
was not
completed.
Students will also create an evaluation of the lesson using a blog to evaluate the instructor.