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This document summarizes the Gagne & Briggs theory of instruction, which involves a three step process from tool to tutor to tutee. [1] The tool must draw attention through visuals, objectives, and recall of prior information. [2] The tutor provides examples and practice opportunities for students. [3] The tutee assesses their own learning through quizzes, grades, peer review, and notes for remembering material.
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Edev405 discovery session 21st. October 2015
The document outlines an educational design workshop focused on the design thinking process. It discusses learning design case studies and examples. The workshop covers the discovery stage of the design thinking process, which has three sections: understanding the challenge, preparing research, and gathering inspiration. Activities guide participants through applying the discovery stage to their own challenges or issues of interest. The goal is for participants to capture their thinking in notes to add to wikis and complete an assessment task.
Agilemind presentation
The document outlines the structure and content of an Agile Mind curriculum. It is divided into units that progress from functional thinking and graphing relationships between variables, to algebra, exponents, and quadratics. Some of the key points made are:
- Units 1-3 focus on functional thinking and representing relationships between variables x and y.
- Units 4-9 cover slope, intercepts, and linear models, including moving between table, graph, and equation representations.
- Units 10-14 teach solving for unknowns using algebra and systems of equations.
- Later units cover exponents, laws of exponents, quadratics, factoring, and finding roots.
The document discusses challenges encountered
Designing an online lesson
This slide tackles the steps, guidelines, and parts of an online lesson. A checklist is provided to assess whether the online lesson conform to quality standards.
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The document provides an overview of a training on flipping the classroom. It defines flipping the classroom as assigning instructional videos for homework and using class time for interactive activities and application of the material. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom and to experiment with it. Advantages include students learning at their own pace and having more opportunities for engagement and collaboration during class. Potential drawbacks include students not watching videos and teachers spending time creating videos. The document shares results of a student survey that found mixed opinions and provides guidance on how to flip a classroom, including creating instructional videos and using learning management systems.
Pechukacha script
The document describes the various technologies and methods used by the presenter in their Web 2.0 classroom. It begins by introducing the Pecha Kucha presentation format of 20 slides for 20 seconds each that will be used. It then provides screenshots and descriptions of the wikis, blogs, Google Docs, Edmodo, and online simulations utilized to enhance learning and collaboration. The goal is to demonstrate the presenter's experience integrating new technologies into their classroom, while still seeking to incorporate additional tools in the future like student PLNs, Prezi, and Voicethread.
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Visual presentation
- 1. The Use of Visuals and How it Relates to the Gange & BriggsTheory By: The Scholarly Crew
- 2. Gange & Briggs • This theory relies on a three step process • Moving from: –Tool • Tutor –Tutee
- 3. Tool • Your tool that you use (in this case Powerpoint) must draw the eye to it • This can be done with: – Color for important sections – Underlining and Bolding – Pictures
- 4. Tool • The tool must tell the students the objectives • This can be done with a list • Or even having the students create their own objectives
- 5. Objectives Example • At the end of this books the students will understand –Time Management –Note Taking –Study Skills • Foldable • Flash Cards
- 6. Tool • Your tool must also cause the student to recall old information • This is usually best exemplified by a chart created by the students What do I know? What should I know? What do I want to learn? • The students can fill this out to help them lead their own instruction
- 7. Tutor • The tutor in this theory is responsible for providing the students will examples for their work • As well as allowing the students to practice on their own Example Practice
- 8. Tutor • The students must also be given work they can practice in class, where they have help – Review Games – Worksheets • As well as work they may complete on their own – Homework – Flashcards – Foldable
- 9. Tutee • The tutee must have some way of assessing their own performance – Quiz – Grade – Peer Review • As well as having something to help remember material – Notes – Practice Work
- 10. What does this mean? • What does this mean for the scholarly crew's book? –Focus on having visuals that catch the eye and draw attention to them • Allow the students to see examples and practice them –Allow the students to assess their knowledge
- 11. Time Management Example Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 Begin Study Study Review Quiz studying chapter chapter Today chapter 1.2 1.3 1.1 8 9 10 11 12 13 14 Review Review Review chapter chapter chapter 1.1 1.2 1.3 15 16 17 18 19 20 21 Study Study Review Review Test chapter Chapter Today 1.4 1.5 22 23 24 25 26 27 28 Return
- 12. Student Practice Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Return