Week7 caseanalysis f2013
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The document discusses the steps and requirements for a case analysis assignment. It provides guidance for steps 3 and 4 of the process - selecting appropriate technologies to address the needs identified in the case, and explaining the step-by-step process and use of technologies. Students are encouraged to finalize their analysis of the teacher's needs, justify their technology choices, and ensure their proposed solution actually addresses the needs described in the case. The case analysis is due next week and should be embedded in the student's e-portfolio.
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4. Details on test timing and allowed materials for each ACT section, as well as dos and don'ts for test day like proper identification and avoiding electronics in the testing room.
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This document outlines the process of action research for teachers. Action research involves teachers identifying questions about their classroom experiences, planning interventions to address the questions, observing the results of interventions, analyzing the data collected, and reflecting on the findings to improve teaching practices. It describes defining a research question, planning the research methodology, collecting and analyzing data, and reflecting on results to determine next steps in an iterative cycle for continuous learning and improvement. The goal of action research is to help teachers better understand and enhance student learning.
Research project first lecture
The document discusses an active learning classroom environment for a research project course. It covers several topics:
- The research project environment is active, group-based, and instructors act as facilitators. Work is assessed using industry standards.
- Students' work will be assessed as Exceeding Expectations, Meeting Expectations, or Needing Improvement. Meeting Expectations each time earns a B grade. Extra effort is needed for an A.
- Self-regulation lapses like absences, tardiness, or late assignments can negatively impact grades in addition to work quality assessments.
Performance-based Assessment
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Dr. Jamil Research Project day-3.pdf
This document provides guidance for students on developing a topic for their research project. It discusses that a topic should contain three components: what the student will do, how they will do it, and who the participants will be. It gives an example topic as "Developing Creativity through Questioning Technique among Grade 7 Students." The document also notes that topics should be based on the assigned theme and sub-themes to avoid duplication. Students are instructed to get their topic approved by February 10th and to write their project report in English only. Finally, it outlines the marking distribution and questions that will be included in the research manual.
Fostering a culture change in assessment and feedback through TESTA
This document summarizes a presentation about fostering culture change in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The presentation addresses four main problems: 1) uncertainty about why assessment methods are used, 2) curriculum design privileging content over complex learning, 3) challenges with educational change initiatives, and 4) disconnect between feedback and future work. It outlines TESTA principles and themes identified from its use, including high summative/low formative assessment ratios, disconnected feedback, and lack of clarity about goals and standards. Case studies demonstrate successful formative assessment practices and principles. The presentation emphasizes engaging students in assessment through co-creating criteria, calibration exercises, and exemplars to internalize goals and standards
AP SS Implementation
This document provides an overview and instructions for a training on implementing AMSCO AP Social Studies resources. It includes:
1. Instructions for accessing presentation slides on slideshare.net and downloading related PowerPoints.
2. An introduction that emphasizes making the resources valuable for teachers and respecting their time, opinions, and decisions.
3. An outline of the training agenda covering resource materials, instructional strategies, digital tools, and classroom practices to engage students.
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8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
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Week7 caseanalysis f2013
- 1. EDUC W200 Week 7 CASE ANALYSIS WORKSHOP
- 2. EDUC W200 Week 7 CASE ANALYSIS WORKSHOP • Where should you be right now? o Step 2 should be completed, or nearing completion o You should have finalized • what the teacher wants from you (goals/problem/needs) o You should have most of the content exploration resources ready. • Questions about… o Step 3? o Step 4? o The whole process?
- 3. EDUC W200 Week 7 CASE ANALYSIS PROCESS STEP 3: WHAT TECHNOLOGY AND WHY? • WHAT HAVE YOU CHOSEN? Step 1: List what options you have chosen, and be explicit about how it will be used. Just because you list it does not mean the reader will understand how you intend for the option to be used in the classroom. Step 2: Review whether you have options for each need expressed in your case. You will have to defend it!
- 4. EDUC W200 Week 7 CASE ANALYSIS PROCESS STEP 3: WHAT TECHNOLOGY AND WHY? • WHY Why are your choices appropriate? Why are you choices better than the alternatives? Than all of the other options? How do your choices solve the problem? How do your choices help meet the standards being taught? Use the 3Es to support your reasoning Example: Why would you choose Inspiration over Visio, MS Word and MS Excel? And discuss why?
- 5. EDUC W200 Week 7 CASE ANALYSIS PROCESS STEP 4: STEP-BY-STEP • The sequence of the task. Give a step-by-step description of the task (Present in a sequence of the class/learning project) When and how the technology is going to be used.
- 6. EDUC W200 Week 7 CASE ANALYSIS PROCESS STEP 4: REVISITING PROBLEMS Are you addressing the needs of your case? Prove it. Do you decisions meet the needs of your case? Really? – If not, revisit your options and recommendation(s) – If they do, make the connections for the reader. Show it (more of a proof, less of a justification) • So, how am I going to apply case analysis process in this class? o Teacher Case Analysis Project
- 7. EDUC W200 Week 7 CASE ANALYSIS WORKSHOP • Case Analysis is due next week o Due: XXX • On your E-Portfolio Case page o You will embed your Google Doc on this page under the “Case Analysis” heading
- 8. EDUC W200 Week 7 CASE ANALYSIS WORK TIME