Time management assignment
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The document outlines instructions for completing a two-part logbook. For part A, students are to collect class assessment schedules, complete a semester planner identifying class work and sporting session due dates, and fill out provided goal setting and personal information sheets. Part B will be completed at the end of the semester and requires students to analyze their goals and discuss time management throughout the semester.
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Running head: DEVELOPING MEASURABLE LEARNING OBJECTIVES 1
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Week 1: Developing Measurable Learning Objectives
Your Name
EDU 645: Assessment for Learning
Instructor’s Name
Date
(
Hint
: Delete
all of
these
green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
)
(
Hint
:
For help completing this assignment: Read
Chapter 4
: Instructional Objectives and Assessment; review the instructor guidance for
Week 1
; and review the links listed in the
Week 1
assignment prompt.
)
Highlight your path:
PK -6
7-12
Corporate Trainer
Military Trainer
Healthcare Trainer
Other:
(type response here)
Name of Standards: (insert the name of standards you are using for this assignment. For example, it may be Common Core State Standards)
Content Area: (what is the content area of the standard you selected?)
Grade or Audience: (Who are your learners?)
Standard(Copy and paste your standard below):
Measurable Learning Objectives/Outcomes/Targets
· Must include three different levels of Bloom’s Taxonomy.
· Be sure to highlight the measurable terms used in your objectives
· At the end of your learning objective and in parenthesis, list the Bloom’s Taxonomy cognitive domain that your learning objective addresses (see the exemplar in the Week 1 Guidance section of the course)
1.
2.
(
Delete any italicized words as these serve to guide the completion of this assignment
.
)3.
Week 1 Assignment Developing Measurable Learning Objectives [WLO: 3] [CLO: 1]
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- Writing examiner training covers introductions, test format, setting the assessment standard, and applying the standard.
- Practicalities for training include ensuring the venue and materials are prepared, and having an attendance list and agenda ready.
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Running head DEVELOPING MEASURABLE LEARNING OBJECTIVES1DEVEL.docx
Running head: DEVELOPING MEASURABLE LEARNING OBJECTIVES 1
DEVELOPING MEASURABLE LEARNING OBJECTIVES 2
Week 1: Developing Measurable Learning Objectives
Your Name
EDU 645: Assessment for Learning
Instructor’s Name
Date
(
Hint
: Delete
all of
these
green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
)
(
Hint
:
For help completing this assignment: Read
Chapter 4
: Instructional Objectives and Assessment; review the instructor guidance for
Week 1
; and review the links listed in the
Week 1
assignment prompt.
)
Highlight your path:
PK -6
7-12
Corporate Trainer
Military Trainer
Healthcare Trainer
Other:
(type response here)
Name of Standards: (insert the name of standards you are using for this assignment. For example, it may be Common Core State Standards)
Content Area: (what is the content area of the standard you selected?)
Grade or Audience: (Who are your learners?)
Standard(Copy and paste your standard below):
Measurable Learning Objectives/Outcomes/Targets
· Must include three different levels of Bloom’s Taxonomy.
· Be sure to highlight the measurable terms used in your objectives
· At the end of your learning objective and in parenthesis, list the Bloom’s Taxonomy cognitive domain that your learning objective addresses (see the exemplar in the Week 1 Guidance section of the course)
1.
2.
(
Delete any italicized words as these serve to guide the completion of this assignment
.
)3.
Week 1 Assignment Developing Measurable Learning Objectives [WLO: 3] [CLO: 1]
We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.
Prepare
Prior to beginning work on this assignment,
· Review the Weekly Lesson for Week 1 that provides more explicit details on how to create measurable learning objectives.
· Read Chapter 4: Learning Objectives, Assessment and Instruction. Be sure to complete the activity at the end of 4.1 that will help you identify measurable learning objectives.
· Explore the following article about the backward design model (Links to an external site.)Understanding by Design (Links to an external site.).
· Watch the following video about the backward design model (Links to an external site.)Grant Wiggins – Understanding by design (1 of 2 (Links to an external site.)).
· Review the Read the Standards (Links to an external site.) web p ...
Staff meeting 17th june
The staff meeting agenda included reviewing the marking policy, updating performance management, and conducting a standards audit. Key items were benchmarking books before the marking policy review, circulating appraisal guides to set objectives and plan training, and revisiting the standards audit to highlight development areas and show progress.
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Sports nutrition 2011
The document discusses nutrition and its effects on health, sports performance, and digestion. It notes that good nutrition provides energy, helps maintain a healthy weight, boosts the immune system, and prevents diseases. It also discusses the major nutrients including carbohydrates, proteins, fats, vitamins, and minerals. Carbohydrates are the primary fuel for exercise while proteins aid in growth, development, and cell repair.
Exercise physiology 2 2011b
The document discusses several factors that can cause fatigue during exercise including depletion of energy stores like ATP and glycogen, accumulation of lactic acid, restricted blood flow, dehydration, and rising body temperature. It then covers recovery processes like replenishing energy stores and fluids. It also discusses muscle soreness, temperature regulation, exercising in heat and cold environments, and exercising at altitude.
Digestion 2011
The document summarizes the journey of food through the digestive system. It begins with ingestion in the mouth, where teeth break down food and saliva begins digestion. Peristalsis then moves food to the stomach for mixing with acids and enzymes. Digestion continues in the small intestine where nutrients are absorbed into the bloodstream. Undigested waste then moves to the large intestine where water is absorbed before waste is expelled through the anus.
Exercise physiology 2011
The document discusses muscle structure and function, including:
1. Muscles are composed of bundles of fibers containing myofibrils with thick and thin filaments that slide past each other during contraction.
2. Nerve impulses trigger the release of calcium in the sarcoplasmic reticulum, allowing cross bridges to form between actin and myosin filaments, causing muscle contraction.
3. Motor units consist of motor neurons and the muscle fibers they innervate, ranging in size based on movement precision needs.
SS2 Unit Outline
This document outlines a sports science course on human movement and sports performance. The course aims to describe human anatomy and physiology and how these relate to physical fitness, training principles, and athletic performance. Key topics covered include the skeletal, muscular, and nervous systems, energy systems, components of physical fitness, training methods, and principles of training program design. Students will participate in labs, tests, a training journal, and other assessments to evaluate their understanding of these topics.
Student Agreement form
The Erindale Sports Academy Talented Sports Program student agreement outlines expectations for students accepted into the program. Students must enroll in a full academic program including sports development, attend all lessons and provide explanations for any absences. They must also comply with training requirements set by coaches, behave respectfully when representing the school, and maintain a healthy lifestyle. Failure to meet these commitments may result in probation, suspension, or removal from the program.
Self evaluation term 1
This document is a self-evaluation form for a student athlete covering their performance in weight sessions, athlete management class, training sessions, skills, drills, practice games, behavior, teamwork, and overall skill level in futsal and outdoor soccer. The student rates themselves in various areas on a scale and answers questions about the effort they put in, goals for the term, and what grade they think they deserve.
Personal Particulars
This document contains personal details for an individual including their name, address, contact phone numbers, email, sports club and squad information, as well as emergency contact details for their parents.
Individuals permission to work unsupervised 2
The letter requests parental permission for their son/daughter to leave the Erindale College grounds without teacher supervision to train for sports either during scheduled training or free time within college hours. It asks parents to sign and return the attached note giving permission for the student to leave the grounds independently to train without other students if driving, as the college wants to avoid students transporting each other.
HM 1 2010
This unit outline summarizes a semester 1 physical education course consisting of two terms. The first term focuses on sports nutrition, covering topics like the digestive system, energy sources, and dietary requirements for athletes. The second term covers basic anatomy and physiology, including the circulatory and respiratory systems. Students will be assessed through four tasks: a digestion exam, a dietary analysis, a practical write-up, and a respiratory/circulatory exam. The document provides goals, content details, assessment criteria and grading information for the course.
HM 4 2010
This document provides a unit outline for a semester long course covering biomechanics and sports psychology. The course is divided into two terms, with biomechanics covered in term 1 and sports psychology in term 2. Key goals and content are outlined for each topic. Students will complete assignments and exams on each term's content. Assessment criteria focus on knowledge and understanding, communication, participation, safety awareness, teamwork, and motor skill development.
Advance notice of absence
A student athlete will be absent from their college for a period of time due to their talented sports program. The notice lists the classes and teachers the student will miss, and notes it is the student's responsibility to arrange making up any missed work with their classroom teachers. It asks those with concerns about the absence to contact the student's pastoral care group teacher and includes signatures from the student and parent to approve the absence.
HM 2 2010
This document outlines a unit of study for a Physical Education course covering Functional Anatomy and Sports Performance over one semester. The unit is divided into two terms, with Functional Anatomy covered in Term 1 and Sports Performance in Term 2. The goals of the unit are to describe and understand human movement, anatomy, fitness, and their application to performance. The content will cover topics like functional anatomy, energy systems, fitness components, training principles and methods. Students will be assessed through labelling exercises, exams, in-class responses, and class participation.
HM 3 2010
This document provides an assessment schedule for a Physical Education course at the semester level. It includes two units - Exercise Physiology in Term 1 and Sports Medicine in Term 2. Students will be assessed through in-class exercises, exams, case studies and written exams. The goals and content of each unit are outlined in detail covering topics like muscular contraction, energy systems, responses to exercise, sports injuries, treatment and rehabilitation. Materials needed and assessment criteria are also defined.
Individual attainment
This document outlines an individual's long-term and short-term goals. The long-term goals include achieving certain aims in sport and study/work over the year, but do not specify the aims. The short-term goals to achieve over the next half term include some sport goals and general goals related to study, work, attitude, and time management, but the specific goals are not provided.
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