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The document discusses encouraging participation, creativity, and argumentation in the classroom. It provides an overview of common themes in CIMA exam pass rates such as the importance of creative thinking, analysis, and unique solutions. It also discusses verb levels that indicate different cognitive skills and maps exam question styles to the highest required skills. The document recommends using discussions, role-playing, case studies, presentations, and different delivery methodologies to engage students and help them develop higher-order thinking skills beyond traditional teaching.
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Presentation showing how to link formative assessment, standards-based grading and differentiated instruction to increase achievement.
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The Art of Designing Effective Teaching and Significant Learning
For a presentation at the 2019 D2L Connection: Minnesota, by Karen Laplant and Zala Fashant.
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Proactive Feedback Strategies in Online (and Offline) Teaching
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
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UBD and Virtual Project based learning
The document summarizes the key aspects of Understanding by Design (UbD), an educational framework developed by Grant Wiggins and Jay McTighe. The three main stages of UbD's "backward design" approach are to 1) identify desired results such as standards and essential questions, 2) determine acceptable evidence of student understanding through assessments, and 3) plan learning experiences and instruction. The goal of UbD is teaching for understanding rather than superficial content coverage.
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