...Quality Project http://fp.uni.edu/itq Prompt for Teacher Work Sample THE VISION Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: • The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning. • The teacher sets significant, challenging, varied, and appropriate learning goals and objectives. • The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. • The teacher uses on-going analysis of student learning to make instructional decisions. • The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. • The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Your Assignment You are required to teach a comprehensive unit. Your instructional goals and objectives...
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...Jul 29, 2014 - Sep 01, 2014 Faculty Information Name : Email Address : Alternate Email Address Phone Number : SHARLA WALKER (PRIMARY) sharmarie@email.phoenix.edu (510) 481-8992 Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): • Academic Policies • Instructor Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Get Ready for Class • Familiarize yourself with the textbooks used in this course. Course Materials All electronic materials are available on your student website. Week1 The Communication Process Tasks • Review the Week One Student Guide. Jul, 29 - Aug, 04 Objectives/Competencies 1.1 Explain the steps in the communication process. 1.2 Describe the roles of listening and responding in the communication process. Required Learning Activities • Communicating in the Workplace, Ch. 1 • Communicating in the Workplace, Ch. 4 •...
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...Technology in Education An Activity-Oriented Design Framework for Mobile Learning Experience Huanglingzi Liu Nokia Research Center, Beijing Linda.2.liu@nokia.com Jyri Salomaa Nokia Research Center, Beijing Jyri.p.salomaa@nokia.com Ronghuai Huang Beijing Normal University huangrh@bnu.edu.cn Ding Ma Beijing Normal University mading70@126.com Abstract This paper proposes a conceptual design framework for mobile learning (mLearning) mainly based on the reflection and action research results of Nokia Mobiledu project, which was recently launched in China and is targeted especially for learning English. The framework involves five stages: mLearning activity design, requirement and constraint analysis, mLearning scenario design, mLearning technology environment design and mobile learner support services design, in which mLearning activity design plays a key role in a systematic design procedure for mLearning experience. 1. Background In China, there are more than 600 million mobile phone users and people are spending more time on the road or commuting. There is a big growth potential for mobile learning in China. Nokia recently set up China’s first interactive mobile learning service Mobiledu (www.mobiledu.cn), with the aim to enrich people’s learning experiences anytime anywhere in a most convenient way with their mobile phones. Reflecting on the design and development process of Mobiledu and other mobile learning projects, this paper describes an activity-oriented design framework...
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...3DLA F211B CIPD Assessment Activity Template |Title of unit/s |Delivering Learning and Development Activities | |Unit No/s |3DLA | |Level |Foundation | |Credit value |6 | |Assessment method |Written, Observation | |Learning outcomes: | | | |1. Be able to create an environment conducive to learning. | |2. Be able to plan and deliver learning and development programme activity to individuals and groups. | |3. Know how to review learning and development activities | |All activities should be completed ...
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... |ENV/100 Version 2 | | |Principles of Environmental Science | Copyright © 2011, 2009 by University of Phoenix. All rights reserved. Course Description This course will provide students with the scientific principles, concepts, and methodologies that are required to identify and analyze risks associated with environmental problems, and examine alternative solutions for resolving or preventing these problems. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Berg, L. R., & Hager, M. C. (2009). Visualizing environmental science (2nd ed.). Hoboken, NJ: Wiley. All electronic materials are available on the student website. |Week 1 |Details...
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... |Louis Battistone M.A., LMFT, RAS | | |909-239-2496 | Copyright © 2013, 2012, 2011, 2010, 2006 by University of Phoenix. All rights reserved. Course Description General Psychology is a survey course which introduces the student to the major topics in scientific psychology as applied to human behavior. Applications of these principles will be made to the human experience. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University...
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...NORTHCENTRAL UNIVERSITY FOUNDATIONS FEEDBACK SHEET Activity 6 Dear Student, Please use this document to submit Activity 6. You can simply start typing in the first blank page (recommended) or paste in text from another document into the first blank page. Please save this file as: Your last name, first initial, e.g., BTM5000-6 (DoeJBTM5000-6). Please save a copy of this file for yourself. Academic Integrity: Please see and follow the Academic Integrity Policy in the Learner portal. Your instructor may select this or any activity to review and submit to Turnitin to assess for an Academic Integrity violation Main Task: Prepare an Annotated Bibliography Using the guidelines and resources you’ve reviewed create an Annotated Bibliography consisting of the two articles listed as resources for this Activity. Length: 2 entries. Approximately 2-3 pages. Submit your document in the Course Work area below the Activity screen. Learning Outcome: 8 • Analyze research articles for construction of an Annotated Bibliography. Your instructor will give you feedback using the form below and in margin comments on your work. Reading and using your instructor’s feedback is as much a part of your learning as is reading the course materials and doing activities. Your instructor will not only help you understand the quality of your work on this activity, but will also give you guidance on how to improve your skills and increase your knowledge that, if you follow...
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...Original article Using handhelds in a Jigsaw cooperative learning environment C.-Y. Laià & C.-C. Wuw ÃDepartment of Information and Computer Education, National Taiwan Normal University, Taipei, and National Taichung Nursing College, Taichung, Taiwan wDepartment of Information and Computed Education, National Taiwan Normal University, Taipei, Taiwan Abstract This paper reports our implementation of a handheld wireless environment to support Jigsaw cooperative learning activities in a college setting. A quasi-experimental research design was conducted to investigate the effects of using handhelds, as well as issues associated with the use of handheld technology. Two intact classes of fourth-year students from a five-year junior nursing college participated in the experiment. Our findings showed that handheld tools enhanced both students’ attitudes and performance in learning, and promoted better interactions among students and instructors. We also found that the handheld technology was not sophisticated enough to support cooperative learning goals without full support from a technology specialist. collaboration, empirical, handhelds, ICT use, nursing, post-secondary. Keywords Introduction With recent advances in wireless communication technology and mobile devices, the application of handheld technology in education is expected to increase. Handhelds, also known as palmtop computers, were originally designed as personal organizers or note takers, and now offers...
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...Bus 599 Module 5 CASE STUDY Bus 599 Module 5 CASE STUDY 1. Determine the two critical feedback loops. Describe each Feedback Loop that you identify in your organization and explain why you selected them. Make sure you explain the Loop, the cause and effect process within the Loop. You could also include a Causal Loop Diagram. If you do, show the arrows and direction of affect (+ or -). Also, determine what the warrant is for your case. A feedback loop is a channel or pathway formed by an 'effect' returning to it’s 'cause,' and generating either more or less of the same effect. (Business Dictionary.com, 2011). Feedback loops can be divided into positive and negative loops. A feedback loop is considered positive if it contains an even number of negative causal links. A feedback loop is considered negative, if it contains an odd number of negative causal links. (Systems Thinking, 2011). BALANCING LOOP A balancing loop attempts to move a current state to a desired or reference state through some action. (Systems Thinking, 2011).The structure may begin with the current state greater or less than the desired state, in which case the current state may approach the desired state from above or below. (Systems Thinking, 2011). + + Organizational goals (the...
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...Describe your learning opportunity, what are you planning for the children to do? BE CLEAR and DETAILED. Be sure there is a connection to your anecdotal observation. My learning opportunity for the children is to plan them a challenging activity as well as incorporating basic and complex skills. My activity will help them develop cooperating, helping, regulating emotions and behavior, teamwork, and games with rules. My activity is a cooperative activity the children will be placed in teams and have to do three challenges in a minute or two. In my cooperative activity, there are three challenging games which are “Up the Escalators, The Great Wind Blows and Guess the Flavor”. In activity 1 “Up the Escalators”, there would be 5 teams of 3 players...
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...giving a lecture and students listening and writing notes. Interaction between the professor and student has been viewed as an essential learning element within this arrangement. However, innovations in educational delivery mechanisms have challenged this paradigm. Advances in Information Technology (IT) are enabling little used educational delivery methods such as On-line Learning (OL). The result is that many institutions of higher learning have adopted on-line education as the next logical step in educational delivery systems. These systems are being promoted as the educational pedagogy of the future. Some experts have gone as far as to predict that the "residential based model," that is, students attending classes at prearranged times and locations will disappear in the near future (Blustain, Goldstein, & Lozier 1999; Drucker 1997). However, one overriding question that must be addressed is how will these new educational delivery approaches that move away from the basic face to face relationship between a professor and students impact student learning and student perceptions of learning. Online learning can be defined as an approach that utilizes Internet technologies to communicate and collaborate in an educational context. This includes technology that supplements traditional classroom training with web-based components and learning environments where the educational process is experienced online. OL is a form of education that is conducted through indirect student...
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...learner to communication, collaboration, information utilization, critical thinking, problem solving, and professional competence and values. The course uses an interdisciplinary approach for the learner to develop personal academi c strategies in order to reach desired goals and achieve academic success . Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Ellis, D. (2011). Becoming a master student (13th ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. 1 Course Design Guide GEN/200 Version 2 Week One TOPICS AND OBJECTIVES Academic Success Identify university resources required for student success. Develop educational goals. Recognize the importance of personal responsibility. Demonstrate the key elements of the writing process . Weekly Overview Students explore various university resources and aspects...
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...Implementing Cooperative Learning George Jacobs and Stephen Hall Regional Language Centre, Singapore In the last 10 years there has been a growing interest among ESL/EFL teachers in using cooperative-learning activities. With cooperative learning, students work together in groups of two to six. However, cooperative learning is more than just putting students into groups and giving them something to do. Cooperativelearning principles and techniques are tools that teachers use to encourage mutual helpfulness and the active participation of all group members. These principles can be seen, for example, in an ESL/EFL reading activity that uses a cooperative-learning technique called “Numbered Heads Together” (Kagan 1992). There are four steps in doing Numbered Heads Together. 1. Each student in a group of four gets a number: 1, 2, 3, or 4. 2. The teacher or a student asks a question based on the text the class is reading. 3. All members in the group put their heads together to come up with an answer or answers. They should also be ready to supply support for their answer(s) from the text and/or from other knowledge. 4. The teacher calls a number from one to four. The person with that number answers for the group. “Numbered Heads Together” encourages successful group functioning because all members need to know their group’s answer(s) and because when students help their groupmates, they help themselves and the whole group. A good deal of research exists in other areas of education...
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...these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Description This applications-driven course prepares students to critically analyze and solve problems using quantitative reasoning. Students will learn the importance of mathematics and its value to society. Applications to real-world situations are emphasized throughout the course including economics, finance, and statistics. Course Topics & Objectives Week One: Numerical Reasoning: Organizing Data • Interpret information depicted in charts and graphs. • Determine relationships between bivariate data. • Interpret graphs of functions. Week Two: Numerical Reasoning: Applications • Analyze data using linear and exponential functions. • Analyze data using logarithms. • Interpret indexes and ratings. • Apply relevant formulas to personal finances. Week Three: Logical Reasoning • Evaluate quantitative and...
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...assessed to decide your mark for this unit. You need to produce evidence based on the study of a child up to the age of eight years. NB: To enable you to fully cover the requirements of this unit, the child you choose should be at least eight years old as it is difficult to project the development of the child. Your evidence needs to include: A description of two patterns (milestones) in each area of development of children, described from birth to eight years explaining two methods of monitoring development An explanation of the factors that have influenced the child studied and how they have affected his/her development, comparing their development with the norms Research relating to two roles of play and how they can be reflected in the development of the child studied Records of the planning of a learning aid for the child studied to use and an evaluation of the effectiveness of the aid and the benefits to the child studied. (You will use a different child under 8 years for AO4) PATTERNS OF GROWTH AND DEVELOPMENT (AO1 A) Identify the key stages and describe in detail two patterns (milestones) of development for each of the following: Physical growth and development (suggest 1 dev & 1 growth, eg gross motor skills & teeth) Intellectual development (suggest cognitive & writing) Language development (have to do verbal & non-verbal) Social and Emotional development (suggest 1 social, 1 emotional eg bonding & friendships) Your information...
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