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Published byRebecca Burgess
Modified over 4 years ago
Week 6: Tying things together
Review Multiple Intelligence Extending the classroom Role of lesson plans Facets of understanding Blooms taxonomy Motivation
Review Chickering and Gamson High expectations Intentionality Scaffolding Sequencing Teaching formats
Review Personal theory of teaching and learning ZPD GRASPS WHERETO Connecting/relating
3 Rs Repetition Review Reflection Enables richer connections and associations
Varied Instructional activities Lecture Discussion Q & A
Varied learning activities Group work Collaborative assignments Self-exploration PBL
Classroom extensions Labs Guest/experts field trips Technology
Diversity and focus Approach must align with intent Diversity ensures multiple encounters with big ideas
Seamless Outcomes teaching/learning assessment
Seamless Tied to larger systems: program, department, college
Teaching Has origin in activity Has target in completion Is holistic – related to a field/department or discipline
Learning is What we enable students to do based on guidance, direction, resources, encouragement, and patterns of a field
Learners require Freedom/choice Personal relevance Practical, hands-on work Various levels of support Personalization Connections to prior knowledge Basics needs met first (security, trust)
Motivation Kellers ARCS: –Attention, –relevance, –confidence, –satisfaction
Motivation Internal/external Social, cognitive, emotional locus of control – attribution Maslows hierarchy of needs
Intervention Capitalize Compensate Correct
Adaptations Input Output Quality Quantity Rate Scaffolding
Providing feedback Feedback is a teaching process Positive, corrective Task-focused Language specific Observation: Situation: Your interpretation: Negotiation: Suggested changes. Involve students
Journal What is the muddiest point for the course?
Portfolio Should be able to complete all activities EXCEPT: 3, 10, 14
Teaching Information Literacy: Frameworks and Activities
Week 1: Program Development CAE George Siemens February 5, 2008.
Week 4 Planning Effective Classroom Sessions. Review Blooms Wiggins ZPD Scaffolding Metacognition Problem-based learning Teaching and learning formats.
Week 5. Agenda Review Teaching approaches Learner control, autonomy, attribution Scaffolding.
U.S. Classroom Observation Checklist
Understanding by Design Stage 3
What makes a geography lesson good? Margaret Roberts.
The Teacher Work Sample
Acadia Institute for Teaching and Technology1 Principles of good teaching practice.
Gradual Release of Responsibility & Feedback
Dialogic teaching in language classrooms. Do you know what RHINOs are? Really Here In Name Only Do you discover any ‘Rhinos’ in your classrooms?
Course Design: The Basics Monica A. Devanas, Ph.D. Director, Faculty Development and Assessment Programs Center for Teaching Advancement and Assessment.
LEARNER CENTERED LEARNER DESIGNED Learning & Preparation Objectives Learning Resources and Strategies Evidence of Accomplishment of Objectives Criteria.
Designing Instruction Objectives, Indirect Instruction, and Differentiation Adapted from required text: Effective Teaching Methods: Research-Based Practice.
Effective Learning Henry Chung and Eric Wong Dept. of Electronic Engineering Extracted from the presentation of Prof. Lilian Vrijmoed (BCH)
Exploring teaching and learning in first year architecture; bridging the gaps. Introduction to Architectural Design I Architecture BA (Hons) 1 st Year.
Course Design, Outcomes and Objectives. 3 Questions.
The “Highly Effective” Early Childhood Classroom Environment
How to Integrate Students with Diverse Learning Needs in a General Education Classroom By: Tammie McElaney.
Whose learning is it anyway?
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