This unit plan focuses on exploring war during a specific time period in United States history. It includes loose alignment to a few social studies standards related to cultural groups' experiences and the development of American society and culture. The plan lists content topics and skills but lacks details about assessments, activities, or how the standards, content, and skills interconnect. Key areas for improvement include more specific alignment to the full set of relevant standards, upgrading instructional targets and assessments, and articulating connections between elements to demonstrate depth and rigor.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
Meaningful learning occurs when students actively engage in the topic, rather than passively accept information. To be actively involved in learning, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation, which are not facilitated through traditional lecture. In this session participants will learn about the pedagogies of engagement (i.e. collaborative learning, deep learning, problem-based learning) and how they facilitate meaningful learning experiences. Classroom examples will be provided. Applications to learning activities in a variety of settings outside academia (i.e. training sessions, meetings, outreach) will be explored.
An overview of the 9 performance accelerators to be adressed when struggling to become a Next Generation Workplace.
Made for Accenture to promote the Next Generation Workplace campaign and the power of Collaboration.
Implementing a Project Management approach in a multi-national - PM Today Art...Donnie MacNicol
Describes work done with NDS (prior to them becoming part of Cisco) on developing a Project Management Code of Practice and the individual leadership development of the global Project Manager community using Strengths Deployment Inventory.
Meaningful learning occurs when students actively engage in the topic, rather than passively accept information. To be actively involved in learning, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation, which are not facilitated through traditional lecture. In this session participants will learn about the pedagogies of engagement (i.e. collaborative learning, deep learning, problem-based learning) and how they facilitate meaningful learning experiences. Classroom examples will be provided. Applications to learning activities in a variety of settings outside academia (i.e. training sessions, meetings, outreach) will be explored.
An overview of the 9 performance accelerators to be adressed when struggling to become a Next Generation Workplace.
Made for Accenture to promote the Next Generation Workplace campaign and the power of Collaboration.
Implementing a Project Management approach in a multi-national - PM Today Art...Donnie MacNicol
Describes work done with NDS (prior to them becoming part of Cisco) on developing a Project Management Code of Practice and the individual leadership development of the global Project Manager community using Strengths Deployment Inventory.
Continuous and Comprehensive Evaluation and Grading System: Conceptual Overview and Ground Realities presented in National Seminar at Dayalbagh Educational Institute (DEI) Deemed University, Agra (UP)
Adapted framework from Matthew Bebbington (WHS Learning Journey: http://www.slideshare.net/matthewbebbington/whs-learning-journey-final-3?from=share_email)
ASTD ICE 2011 Session W316: Description: By itself, training often is not enough to improve individual or organizational effectiveness. After all, training is only an appropriate intervention when the performance gap is due to a lack of skills and/or knowledge. Solutions that affect real change and fully address business needs typically involve multiple interventions. Learning and performance professionals require basic skills to gauge and stage business readiness to support training sustainability. The speaker will present a step-by-step approach that will allow you to start adding change management tools and techniques to your existing training toolkit.
Objectives:
-Identify common change-management tasks for learning initiatives
-Implement simple tools for creating deliverables
-Integrate change-management tasks with training tasks to create an overall transition strategy.
Management by objectives for product managers in fast growth high technology companies. Product management is different for radical innovation (launching a new product where there is no market-dominant product architecture e.g. PC and peripherals) than incremental innovation (new releases of an existing product).
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Every instructional designer wants to create innovative, effective, engaging designs. But sometimes it's difficult to know where to begin when faced with a design dilemma. With the Great ID Challenge, you can get a glimpse into some of some of the ways other instructional designers come up with creative, out-of-the-box designs.
For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
An overview of the five transformational lenses to consider when Upgrading Your Curriculum. From the book UPGRADE YOUR CURRICULUM by Janet A. Hale and Michael Fisher, available at ASCD.org. If you are interested in participating in the Learning Path that is mentioned in this presentation, please visit Eduplanet21.com.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
10. todaysmeet.com/ulster
In pairs or groups, depending on your
seating configuration, have a discussion
about the intersection of all of these
considerations. What is YOUR priority?
12. CORE Components of a Unit:
Standards: Common Core
specific or infused.
Assessments: Evidence of
student learning.
13. CORE Components of a Unit:
Content: What the students
have to KNOW.
Skills: What the students have
to be able to DO.
14. Additional elements of a unit plan:
Big Ideas/Enduring Understandings
Essential Questions
Resources
Vocabulary
Learning Activities
Reflections
15. All of these, while important, are
peripheral to the CORE components. If
any of the CORE components are
missing, the additional elements may
be misaligned.
17. “Unit Plans (maps) equal data … Data
equals facts and figures … Facts and
figures show trends … And with this
knowledge, we can give ‘all of the above’
meaning by looking at the trends and
comparing it to other data bases.”
Bena Kallick, Curriculum Mapping Conference, 2003
18. Data informs your decisions
Curriculum data Assessment data
aligned to standards aligned to standards
Written Taught State and
Local
curriculum curriculum National
Unit Planning/Mapping Analysis of results
Data informed culture to improve student achievement
20. Prologue:
Curriculum Design, for many teachers, is a new space. In a
general sense, the curriculum design work that is being engaged
in right now is far above the instructional practices of the past.
This is also meant to be a baseline from which all future
curriculum work will develop. Being thoughtful and transparent
in our work allows exponential growth in professional practice
and student achievement.
Many, many thanks to the teacher(s) who submitted this plan
so that we can nurture the seeds they’ve planted.
21. Caveat:
This annotation represents a look through several lenses of
opportunities for improvement. The depth of this annotation is
specifically for the purpose of this analysis only and does not
necessarily represent what would be involved in a curriculum
coaching moment. Critical decisions would have to be made
around “do now” vs. “explore later” depending on several
variables that could include: delivery of the unit plan,
collaboration and consensus, alignment of the unit as a whole
versus a pinpoint alignment moment, opportunities for growth
over time, further fleshing out of details related to curriculum
practice vs. design, etc.
22. C L E A
Does your
R
Compared to
Clarity and Alignment the previous
Transparency version of your
Is Lively and represent a
are important. unit, is the new
Dynamic Do your assessments balance in
Is what you
instruction content, skills, one Robust,
intend apparent provide Evidence that
and Hearty, and
to others? apparent? skills have been mastered?
assessments? Strong?
Big Ideas answered?
23.
24. •Clarity: The content and skills are clear enough to replicate, but much additional
information (see alignment section) is needed and what is here needs clarification.
•Lively (and Robust): Without the inclusion of activities/lessons, there is little evidence
for depth and engagement, although, there are opportunities apparent. (such as
upgrading the measurable verbs, engaging in specific vocabulary instruction, and
leveraging available technology)
•Evidence: Without knowing what is on the Unit 1 test, there is little written evidence
here to support what proficiency looks like. The Map Assignment is not described but
seems to support one part of one skill statement.
•Alignment: See subsequent slides. Connections need to be more transparent and in
depth.
25. The standards in green are loosely represented in the content and skills. The remainder
of the standards do not seem to match what is being developed in this unit. The
standards indicate an analysis of the development of culture, Native American and
other cultural groups’ experiences, and the shaping of the American Society and
culture. The content and skills evidenced here point to an exploration of war.
Alignment to the included Common Core standards is not evidenced in this unit plan.
The inclusion of the vocabulary words is here, however, they seem to point to
supporting the content and skills versus the standards.
Additional note: There seems to be additional moments of Essential Questions in the
content column. These exploratory questions may inform additional content pieces,
skills, or opportunities for robustness and attention to the College and Career Readiness
Capacities.
26. Aside from the standards, and based solely on the content and
skills evidenced here, there is a lot of information for only two
assessments. Without the explanation here, some clarification is
needed on what the map assignment is assessing and whether or
not the depth and rigor of that assignment is developmentally
appropriate. The creation of the Venn diagram, the creation of a
timeline of events, and the comparative analysis of cultures are
opportunities to engage ALL of the CCR capacities in some way.
27. Endnote:
While there may be several areas of improvement in this unit plan,
the critical “do now” element is a more specific alignment to the
standards. Perhaps there are other standards to align the already
included content and skills to? When the standards issue is improved,
the “do next” moment may include upgrading the measurable verbs,
instructional targets, and descriptors to evidence lively and robust
instruction. (That could include activities, too!) Further “explore later”
moments would include specific vocabulary instruction, more
formative assessment opportunities, an analysis and upgrade of the
current assessments, and an articulated alignment to the College and
Career Readiness capacities.
28. What are your
•Do Now
•Do Next
•Explore Later
Priorities?
29. Figure 1.2—Transformational Matrix
Transformational Matrix
Reform Transform
Positive Impact on Learning
High Impact on Learning High Impact on Learning
Low Engagement High Engagement
Conform Outform
Low Impact on Learning Low Impact on Learning
Low Engagement High Engagement
Positive Impact on Engagement
30. Figure 3.2 TECHformational Matrix: Interactive Whiteboards
TECHFORMATIONAL MATRIX
for Interactive Whiteboards
Reform Transform
Student creates content Student(s) creates and presents
(textual/visual/audio) to be using self-selected software-
Positive Impact on Learning
presented on whiteboard based specific and/or Web-based
on task(s)/purpose(s)/ multimedia on whiteboard based
audience(s). on task(s)/purpose(s)/audience(s).
Conform Outform
Student views teacher-selected Student interacts with teacher-
notes or presentation on selected notes or presentation
whiteboard. using whiteboard technology
(touch capabilities and/or
clickers).
Positive Impact on Engagement
31. Additional Resources…
•College and Career Readiness capacities
•CCLS Standards
•New Sample Questions from NYSED
•Evidence of Learning 2.0
•Crosswalk EZ
•Cure for the Common Core