Topic 1: Why Active Curriculum?
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This document discusses the importance of active and interactive curriculum, instruction, and assessment for middle school students. It outlines 20 instructional strategies to engage learners, such as graphic organizers, writing, cooperative learning, role playing, and using technology. Research suggests that an active approach helps students enter a state of "flow" where they are fully immersed in learning.
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Topic 10: Stimulating Simulations
You have survived a plane crash on the northwest British Columbia coastline as the sole survivor. The plane is sinking into the heavy swells smashing it against the rocks. You manage to collect some items before it sinks below the surface. A storm is approaching with wind and rain. Your task is to individually list each salvaged item from the plane in order of importance to survival, with #1 being the most important and #15 being the least important. It will be dark soon, so you must work quickly.
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This document summarizes a two-week learning journey taken by the author across 10 stops. At each stop, the author encountered inspirational quotes related to education, learning, and growth. Some of the key quotes included "True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own" and "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn." The learning journey concluded with the realization that the author's institution needs to transform into being more "learner-centered."
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- Helping to re-establish and revise the mission statement of the SJSU Spartans For Life Club as one of four club officers in Fall 2018.
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Topic 10: Stimulating Simulations
You have survived a plane crash on the northwest British Columbia coastline as the sole survivor. The plane is sinking into the heavy swells smashing it against the rocks. You manage to collect some items before it sinks below the surface. A storm is approaching with wind and rain. Your task is to individually list each salvaged item from the plane in order of importance to survival, with #1 being the most important and #15 being the least important. It will be dark soon, so you must work quickly.
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This document discusses cooperative learning and its benefits. It begins by asking some inquiry questions about why cooperative learning is an effective strategy and what brain research says about the value of movement, fun, and participation in learning. It then discusses implementing cooperative learning using different "structures". The document outlines some of the key elements of cooperative learning, including positive interdependence, face-to-face interaction, individual accountability, and interpersonal skills. It also provides some examples of cooperative learning structures and tools that can be used. Overall, the document promotes cooperative learning as an instructional strategy that has many benefits according to research, such as higher achievement, greater use of higher-level thinking, and more positive relationships among peers.
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Week 3A - Frameworks for Learning
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EDUC 250 pilot project - BEDPAC Meeting
The document summarizes changes to education programs at Red Deer College and the University of Alberta from 2003-2015. It notes the cancellation of a popular teaching orientation course in 2003 and discussions beginning in 2012 to improve programs with a focus on more practical experience. A field experience pilot project was launched in 2014 with local school divisions, providing students additional observation hours. Evaluation of the pilot was positive, finding value in early real-world experience, and it was expanded in 2015 with additional schools and a flexible observation schedule. The document concludes by posing ideas for further enhancing field experience components in education programs.
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Week 3B: The Art and Science of Teaching
This document provides an overview of curriculum for Week #3 which focuses on planning learning activities and instruction. It discusses using the WHERETO framework to guide planning by considering where students are going, how to organize learning, how to engage students, how to tailor activities to different needs and styles, how to equip students to explore, and how students can reflect on their learning. It also recommends honoring multiple intelligences and the best instructional strategies, including the engagement cube. The document outlines designing instructional units with outcomes, content, strategies, and products. It discusses shifting paradigms in education and interview skills for students.
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Topic 11: Game-based Learning and Gamification in the Classroom
If stranded on a desert island with students, simulations like being castaways could teach through interactive experiences. Games are effective classroom tools that keep students engaged through movement, fun, and participation. Research shows students learn best not when bored, but through strategies like cooperative learning, simulations, and student-centered project-based learning with feedback. Teachers can facilitate learning through Web 2.0 tools and games like board games, memory games, and active movement games.
EDUC 250: Field Experience Pilot Project
The document summarizes changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It outlines the cancellation of a course with observations in 2003, student requests in 2014 for more practical experience, the creation of a field experience pilot project with local schools in 2014, and evaluations and adjustments made to the project in subsequent years. The goal has been to increase opportunities for students to observe and interact in classroom settings.
EDUC 250: Field Experience Pilot Project
The document outlines changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It discusses the replacement of EDFX 203 with EDUC 250 in 2003 and changes made to the third year practicum. Student feedback in 2014 called for more practical and experiential learning. This led to the creation of a field experience pilot project in 2014-2015 with local school divisions, including redesigned courses with additional in-class and independent observation hours. Evaluation found students and teachers appreciated the real-world experience and suggested expanding the program.
Topic 9: Academic Controversy
This document outlines the agenda for a class focusing on collaborative learning strategies. On Monday, students will participate in a jigsaw activity to analyze articles on grading and provide arguments. They will also use de Bono's six thinking hats to analyze proposed fixes to broken grades from multiple perspectives. On Wednesday, students will engage in a four corners activity on group grades and a horseshoe debate on re-tests before reflecting individually. They will also exchange cheers with other teams. The following Monday will include a formal debate on whether middle schools should use grades to measure learning.
Topic 2B: Foundations of Education - Schools of Today
The document discusses realities confronting today's schools, including factors that put students "at risk" of leaving school without being able to continue learning. It notes several issues that can place students at risk, such as gender, racism, sexual orientation, family stress, substance abuse, violence, teen pregnancy, suicide, cyberbullying, and being a high school dropout. The document emphasizes that teaching is all about the student and that the purpose of the 3Rs (reading, writing, arithmetic) needs to expand to include 7Cs (critical thinking, communication, collaboration, creativity, cross-cultural understanding, computers and career skills) for 21st century learning. It concludes by suggesting referring to at-risk students as "at promise"
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The document discusses the purpose of education and foundations of education in Canada. It covers topics like the purposes of public education, ideas and events that have shaped education in Canada, Canadian school governance and law, and realities confronting today's Canadian schools. It provides an overview of the history of education in Canada and how the curriculum has evolved from the 20th century to the 21st century. It poses the question "What is the purpose of education?" and includes quotes about preparing children for their future, not our future, and how creativity in handling change will be a key skill in the new millennium.
Planning for Redesign - 2015
This document discusses planning frameworks for 21st century learning. It outlines the shift from traditional curriculum focused on subjects like art, phys ed, science, etc. to a new curriculum centered around developing skills like digital fluency, communication, creativity, critical thinking, collaboration and lifelong learning. These skills will better prepare students for their future. The document recommends using understanding by design and project based learning frameworks that start with student interests and questions rather than predefined outcomes. Resources are provided to help plan curriculum around real-world, cross-curricular competencies to inspire education for the future.
Topic 6: Teaching Character Education to Middle Years Characters
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The document provides guidance for job seekers on preparing for and participating in teaching interviews. It discusses what interviewers look for in candidates and what candidates want to know. Success depends on candidates' knowledge of themselves, the position, and interview skills. Candidates should research the school board, prepare questions, and practice interviews. The interview has three stages - opening, information exchange, and closing. Candidates should make a good first impression, provide examples to questions, and follow up with a thank you note. Negative factors that could lead to rejection include poor communication skills and lack of preparation.
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The document discusses the problem of intellectual disengagement among many young adolescent males in middle school classrooms today. It notes that boys are more likely to have learning disabilities, require speech pathology, receive suspensions, and be prescribed Ritalin. However, there is little evidence on how to instructionally design quality learning that will deeply engage these students in a way that allows them to construct their own meaning while acquiring 21st century skills.
EDUC250: Field Experience Pilot Project
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Topic 2: Great Minds of Educators
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The document discusses frameworks for 21st century learning. It suggests assessing students through projects they create rather than exams created by others. A model called the "Excellent Learning Environment Framework" is presented, which focuses on developing skills like critical thinking, problem solving, communication, creativity and global responsibility. The document also examines shifting paradigms in curriculum from traditional to progressive models and asks how curriculum may change for the future.
Reaching the Peak: Pathways to Passion
This document discusses student-centered approaches to learning including constructivism, project-based learning, inquiry learning, problem-based learning, service learning, self-directed learning, personalized learning, differentiated instruction, inclusion, and balanced assessment. It also mentions tools like Google Classroom and PowerSchool as well as curriculum redesign, understanding by design, universal design for learning, and competency-based teaching and learning. The focus is on interdisciplinary learning, student engagement, empowerment, developing cross-curricular competencies, and giving students more voice and choice.
Week 3A - Frameworks for Learning
This document discusses frameworks for 21st century learning. It suggests assessing students through projects they create rather than exams created by others. A framework called the "Excellent Learning Environment Framework" is presented, which focuses on developing skills like critical thinking, collaboration, communication and creativity through a 3R x 7C model. The document also discusses shifting to more student-centered, project-based models of curriculum and compares approaches like Understanding by Design and Project-Based Learning. Finally, it addresses developing skills like digital literacy and global competence in students.
EDUC 250 pilot project - BEDPAC Meeting
The document summarizes changes to education programs at Red Deer College and the University of Alberta from 2003-2015. It notes the cancellation of a popular teaching orientation course in 2003 and discussions beginning in 2012 to improve programs with a focus on more practical experience. A field experience pilot project was launched in 2014 with local school divisions, providing students additional observation hours. Evaluation of the pilot was positive, finding value in early real-world experience, and it was expanded in 2015 with additional schools and a flexible observation schedule. The document concludes by posing ideas for further enhancing field experience components in education programs.
Week 3B - Integrated Unit Plan - Entry Event Exemplar
This document discusses collaborating with Australia to address climate change impacts and proposes a learning activity where students translate Australian slang into Canadian terms to improve communication. It also mentions studying an Australian novel called "The Dead Heart" and integrating curriculum around a theme of working with Australia on environmental issues.
Topic 4A: The Constructivist Classroom
This document discusses constructivist approaches to learning and integrated curriculum. It begins by defining key concepts like constructivism, active learning, and integrated curriculum. It explains that constructivists believe knowledge is socially constructed and people learn in multiple ways. Active learning involves hands-on strategies like projects, debates, field trips and technology. Integrated curriculum combines subjects around themes and connects to real-world topics. The document provides examples of integration models and discusses benefits and challenges of integration. It emphasizes teaching academic vocabulary and having students direct their own learning through strategies like problem-based learning and inquiry.
Week 3B: The Art and Science of Teaching
This document provides an overview of curriculum for Week #3 which focuses on planning learning activities and instruction. It discusses using the WHERETO framework to guide planning by considering where students are going, how to organize learning, how to engage students, how to tailor activities to different needs and styles, how to equip students to explore, and how students can reflect on their learning. It also recommends honoring multiple intelligences and the best instructional strategies, including the engagement cube. The document outlines designing instructional units with outcomes, content, strategies, and products. It discusses shifting paradigms in education and interview skills for students.
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This document discusses planning frameworks for 21st century learning. It outlines the shift from traditional curriculum focused on subjects like art, phys ed, science, etc. to a new curriculum centered around developing skills like digital fluency, communication, creativity, critical thinking, collaboration and lifelong learning. These skills will better prepare students for their future. The document recommends using understanding by design and project based learning frameworks that start with student interests and questions rather than predefined outcomes. Resources are provided to help plan curriculum around real-world, cross-curricular competencies to inspire education for the future.
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This document provides information on teaching character education and social emotional learning to middle school students. It discusses 10 brain foods, virtues like trustworthiness and fairness, and activities to teach emotional literacy. It emphasizes that emotional development drives learning and quotes experts on the importance of creating a caring curriculum. The document contains mixed content without a clear overall theme.
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The document discusses planning for learning using an Understanding by Design framework. It includes templates for a 3-stage planning process focusing on establishing learning targets, assessments, and instructional activities. Key elements are determining desired results and critical questions, formative and summative assessments, and using high-yield learning strategies and differentiation. Examples given include wedding planning, building a house, and raising livestock.
There and Back Again: An Introduction to Integration and Synthesis
This document outlines a template for planning quality instructional design. It includes 4 stages: 1) Desired results which identifies learning targets, essential questions, and knowledge/skills students will develop. 2) Assessment evidence which includes formative and summative assessments. 3) Learning plan which details learning activities and strategies. 4) Accommodations and differentiation for students. The document emphasizes the importance of beginning instructional planning with the end in mind by determining learning goals and appropriate assessments of student understanding.
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Topic 11: Game-based Learning and Gamification in the Classroom
Topic 11: Game-based Learning and Gamification in the Classroom
Topic 2B: Foundations of Education - Schools of Today
Topic 2B: Foundations of Education - Schools of Today
Topic 2A: Foundations of Education - Schools of Yesterday
Topic 2A: Foundations of Education - Schools of Yesterday
Topic 6: Teaching Character Education to Middle Years Characters
Topic 6: Teaching Character Education to Middle Years Characters
There and Back Again: An Introduction to Integration and Synthesis
There and Back Again: An Introduction to Integration and Synthesis
Topic 1: Why Active Curriculum?
- 1. EDES 340: Active and Interactive Curriculum
- 5. Active Learning and Middle School
- 7. ….more specifically in terms of curriculum, instruction and assessment
- 8. ….more specifically in terms of curriculum, instruction and assessment
- 10. Why Active and Interactive Curriculum?
- 12. Research Says…
- 15. Mihály Csíkszentmihályi, Flow: The Optimal Experience F L O W
- 16. 20 Instructional Strategies To Engage the LearnerGraphic Organizers Writing and Reflection Brainstorming Field Trips Debates Visuals Movement Humor and Celebration Music, Rhythm, Rhyme & Rap Cooperative Learning Problem Based Learning Role play/Drama/Charades Summarizing and Notemaking Technology Visualization Games Storytelling Manipulatives/Models Mnemonic Devices Drawing and Artwork By Marcia Tate
- 19. Research Says…
- 22. Wise Words of the Week: "We Are Not Preparing Children For Our Future, We are Preparing Them for Their Future” ***David Warlick