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The document outlines the parts and sequence of a standards-based learning plan, including essential questions, acquisition, meaning making, and transfer. It describes a design protocol for curriculum alignment that includes standards, learning goals, competencies, assessments, activities, and resources. Various competency assessments and activities are listed, as well as components of performance tasks and ways to design them. The transfer of skills is emphasized through goal-setting, defining roles and audiences, and creating argumentative speech products to resolve conflicts.
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Lesson-Planning-CG.pptx
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
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signaling comprehension. The teaching method can be used by the lecturer in teaching learning
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This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
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The document discusses principles of learning objectives. It defines learning objectives and explains their importance in providing clarity of purpose and a basis for evaluation. Key components of a good learning objective include being specific, measurable, achievable, relevant and time-bound. Objectives should specify an action verb, audience, expected behavior, standard and condition. Bloom's taxonomy is presented as a framework for classifying objectives according to cognitive levels from remembering to creating. Sample learning objectives at different cognitive levels are provided following the structure of specifying an action verb, audience and object.
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Curriculum mapping intro
Curriculum mapping is an ongoing process that allows teachers to document what is taught in the classroom and align it with standards to improve student achievement. It involves teachers collaborating to map out essential questions, content, skills, assessments, and lessons for each unit to identify gaps and ensure horizontal and vertical alignment. The goal is to support data-informed decision making and ensure the curriculum is meeting student needs.
Assessment plan
Formative and summative assessments should be used together to fully evaluate student learning. Formative assessments, like classroom discussions and informal feedback, occur during instruction to provide detailed feedback and guide instruction. Summative assessments, like tests and final projects, occur after instruction to evaluate student performance against standards. When used together, formative assessment data can be used to tailor instruction and improve outcomes on summative assessments. Both assessment types provide important information when used in an integrated manner.
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Lesson-Planning-CG.pptx
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
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This document discusses principles of developing objectives for adult education programs. It describes Caffarella's interactive model for program planning, which involves developing program goals, objectives, and learning objectives. Learning objectives indicate what participants will learn during instruction and how that learning will transfer to their future work. The document provides examples of goals, objectives, and learning objectives, and guidelines for writing measurable learning objectives that specify who will learn what and how it will be demonstrated. It also discusses strategies for ensuring learning objectives support program objectives and transfer of learning.
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The document discusses principles of learning objectives. It defines learning objectives and explains their importance in providing clarity of purpose and a basis for evaluation. Key components of a good learning objective include being specific, measurable, achievable, relevant and time-bound. Objectives should specify an action verb, audience, expected behavior, standard and condition. Bloom's taxonomy is presented as a framework for classifying objectives according to cognitive levels from remembering to creating. Sample learning objectives at different cognitive levels are provided following the structure of specifying an action verb, audience and object.
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Assessment plan
Formative and summative assessments should be used together to fully evaluate student learning. Formative assessments, like classroom discussions and informal feedback, occur during instruction to provide detailed feedback and guide instruction. Summative assessments, like tests and final projects, occur after instruction to evaluate student performance against standards. When used together, formative assessment data can be used to tailor instruction and improve outcomes on summative assessments. Both assessment types provide important information when used in an integrated manner.
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The document summarizes a workshop on effectively communicating and using curricular standards. The purpose is to increase teachers' understanding of standards to make them more meaningful. Objectives are to communicate standards effectively and identify their purpose. Teachers should make standards clear to all stakeholders and reference them daily. Standards guide instruction, allow continuity, and hold teachers accountable. Research shows aligning instruction with standards and assessments improves student performance. The workshop evaluates teachers' understanding before and after through a questionnaire, classroom observations, and administrator reviews.
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For this assessment you will create an 8-12 slide PowerPoint pre.docx
For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
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Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
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Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docx
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
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Walden University
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There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
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For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others' delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
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Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
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Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
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Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
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Oral presentations can be used to assess students' knowledge and understanding of a topic. They require students to research a topic, prepare a presentation, and deliver it to an audience. Presentations are commonly done individually using PowerPoint or Prezi and can also be done in small groups. It is important to clearly outline the expectations, criteria, and what will be assessed. Presentations can evaluate students' research, problem-solving, communication, and time management skills. While they provide benefits like practicing public speaking skills, challenges include student anxiety and the time required for preparation, delivery, and assessment.
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Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docx
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
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The document outlines a workshop to help teachers better understand curricular standards. The goals are to increase understanding of standards and make them more meaningful. Objectives include effectively communicating standards to stakeholders. Examples are given for how to communicate standards clearly to students and parents, such as rewriting standards in simpler language and discussing them during parent-teacher conferences. Research suggests aligning instruction with standards and assessments can improve student performance on tests. A worksheet is provided to help teachers simplify standards language. Assessment methods are listed to evaluate the effectiveness of the workshop in improving teachers' understanding and use of standards.
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TRansfer.pptx
- 3. Sample Parts and Sequence of Standards-Based Learning Plan Essential Question Acquisition Meaning Making Transfer
- 4. Sample Parts and Sequence of Standards-Based Learning Plan Essential Question Acquisition Meaning Making Transfer Explore Firm- up Deepen Transfer Content Standards/Comptencies Performance Standards/Comptencies
- 5. Design Protocol for Alignment in Curriculum 1. Standard 2. Learning Goal 3. Learning Competencies 4. Assessment 5. Activity 6. Resources Performance Standard Transfer Transfer Goal What is the assessment that will show evidence of student’s demonstration of the competency? What is the activity that will help students develop the competency? What materials will be used to help the students learn the competencies?
- 6. Competency Assessment Activity Show Demonstrate Improve Design Create Invent Simulate Plan Revise Convert Compose Device Recommend Performance Task Portfolio Scaffold for Transfer Project Exercise TRANSFER
- 7. PERFORMANCE STANDARD Transfer Goal Activity The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups. The students on their own and in the long run will be able to compose and deliver an argumentative speech to express one's perspectives and promote peace and unity in resolving conflicts. G-oal: The goal is to create bill for your country that promotes peace and unity in resolving conflicts and deliver this through an argumentative speech. R-ole: You were a congressman, your role is to present a bill that can resolve a certain conflict in the Philippines. A-udience: Your audience/s are the representatives from the house of senate. S-ituation: You are in the Congress for Congressional bills. You have to present in a plenary about your bill that will promote peace and unity for the country. P-roduct: Argumentative Speech TRANSFER
- 10. Performance Task Design Subject Based with 1 product Subject Based with Differentiated Products Subject Based with Modality- Based Products Subject Based with Integrated Subjects DesignThinking
- 13. DESIGN THINKING
- 17. Gradual Release of Responsibility