Free Essay

Lesson Template

In: Other Topics

Submitted By laveena74
Words 3871
Pages 16
Develop an educational project that includes a specific outcome while teaching academic skills

Make Your Own Project-Based Lesson Plan

Gloria J. Edwards
Educator and Curriculum Development Specialist Unlimited Learning, Inc.

Copyright 2002 Mountain Plains Distance Learning Partnership Integrated Learning http://www.integratelearning.org Special funding provided by the U.S. Department of Education, Star Schools.

Instructions based on the five-concept template created by Leecy Wise for Star School teachers, Cortez, CO, 2001-2002

Topic: Make Your Own Project-Based Lesson Plan
Develop an educational project that includes a specific outcome while teaching academic skills. Identify Grade level or Group Here An integrated lesson plan covering # sessions of approximately # hours each. Your Name as Lesson Author Here The following passage is included in all Integrated Learning lesson plans:

Lesson-Planning Approach Students do not learn from what you do, but from what you have them do.
This is a template for creating project-based lessons. Examples and important information are set in text boxes, while the rest of the text can be used as lesson template. Text and headings that are part of the “Integrated Learning” lesson format are printed in color bands or bold text. For other examples of our project-based lesson plans, refer to our website www.integratelearning.org . Some learners perceive their “world” as a whole, where all things are interconnected and dependent upon each other. These “integrated” students face major challenges in coping with our dominant educational, social, and economic systems, which tend to present information in a linear fashion without the necessity of integration into meaningful context. Integrated students are at-risk of failing as they attempt to grasp information in ways that do not match their experience. Among large populations of atrisk students are many from Native American and similar cultures who do not regard their world as a sum of parts but as a blend of all that they experience. This lesson plan does include some traditional, linear approaches to delivering information (checklists, rules, analysis, problem solving and organization). In addition to the traditional, linear delivery of information, this lesson plan also includes some of the following strategies, designed to appeal to at-risk students as they learn academic/life skills:

Gloria J. Edwards -1Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Go through this list to insure that all or most of the skills are addressed in your lesson, and edit as necessary: v Integration of technology v Story telling/anecdotal information v Non-competitive group and team work v Performance-based assessment and rubrics v Visual presentations and practice through technology and other means v Project-based assignments that integrate family and community v Activities appealing to multiple intelligences (Gardner)

Lesson Overview v First, think of an educational project where students can design, build, create, or otherwise use hands-on or production-oriented skills to make or do “something”. Students learn in project-based instruction by doing, creating, thinking, and making something that has a meaningful outcome for them. Academic skills (reading, writing, math, science, etc.) are then incorporated into making “something”. (For example, a Native American student can learn to read, write, and perform math and science while building a traditional oven, or scrolling a wood piece for a plaque, or creating a nature walk.) v Created items can include anything made by hand: artwork, community service projects, publications, designs, games, science experiments and displays. Projects may also be developed out of relevant community or life events (the change of seasons, traditional ceremonies or rituals, building community playgrounds, rites of passage, working with animals). Projects that incorporate emotional connections for the student enhance the learning process and information retention. If projects related to traditional ceremonies or events native to a culture are developed, care must be taken to include native perspectives and sensitivities regarding the event. v Second, briefly describe your project here in the Lesson Overview. What will the students be doing/making? What will they use to do/make it? What additional educational activities are included? What is the outcome and who is it for (self, family, community, office, school, etc)? Remember to keep it simple while you develop your project ideas. Projects that can be started and finished within a reasonable amount of time, with a definite outcome will be the most successful and positive for the student and teacher.

Gloria J. Edwards -2Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Here are some examples of Lesson Overviews: “Students can create a travel game using a common road map of the state or area of their choice. The students will be able to interpret map symbols, calculate mileages and scales, use creative writing, and develop map interpretation skills using a fun and creative approach. The game may also be applied to other maps (country or world maps) once the basic game has been created.” OR “Students will make a poster describing how to activate 911 and give emergency directions from the local emergency response center to a community center or public place. Students calculate mileage, record distances, evaluate most effective and alternate routes, and describe notable landmarks. Students use a word processing program and graphics to design the poster. The lesson also includes reading instructions on handling emergency situations and making emergency calls.”

Lesson Objectives
Name of Project: State the Name of the Project here. (Examples: Make a Quilt, Make a School Newsletter, Design a Flower Garden for a Community Center, Design and Create flying objects, study and write poetry or other creative writing…) Project Objectives: When students complete this project, they will be able to… (Use action words here to itemize the skills and abilities that students will develop to complete their project. Again, you may use ideas from www.integratelearning.com (and the other websites listed here) for inspiration on projects, activities, and outcomes). v v v v v v v v v v Identify project components and needs. Interview community members or people outside the school if necessary. Locate place where project is needed. Measure and Calculate all math and numbers needed for project. Assemble required materials. Design and Create the project itself. Apply scientific method where required. Write instructions, summaries, statements, findings, or creative writing. Read and Research relevant background materials. Use technology to research websites, make videos, tape recordings, or use computer programs.

Here is an example: Project: Create and play a travel game with common road maps. Project Objectives: When students complete this session, they will be able to… v v v v v v v Understand and Use a road map. Create travel games using a common road map. Work together as a group to accomplish game creation and completion. Research and Interpret general map symbols and meanings. Calculate map mileage and scale. Write creative playing cards depicting game rules and travel events. Use technology to research maps and map interpretation.

Gloria J. Edwards -3Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Include this next section to show the reader specifically how other academic skills will be incorporated into the project: Integration of Other Functional/Academic Skills : (Critical thinking is required throughout the lesson. Each one of these fundamental academic skills can be integrated with the other to produce a project-based outcome.) Students will be able to… Math: Use math to make necessary calculations for measurements, numbers, or equivalents as necessary for project completion. Read information on mate rials related to the project. Write statements, steps, summaries, outlines, scientific procedures, etc for project. Writing outcomes can include reports, presentations, posters, computer-generated brochures or publications. There are endless possibilities for project-based reading and writing! Use computers as part of project –based learning to give students hands-on opportunities with technology. Search the internet for relevant sites, use computers to write publications, brochures, design and make spreadsheets, or anything a computer can do to assist in a project outcome. Apply scientific method/observation to experiments, procedures, observation, deductions, and conclusions.

Reading: Writing:

Technology:

Science

State/National Standards
Colorado State Standards are available on: http://www.cde.state.co.us/cdeassess/sci.htm#standards Take some time to go through your school or state standards and see which are met by your project. Many standards can be easily met with projects that are meaningful to the student, using academic and functional skills as part of project research and development. List those applicable standards here for use by teachers and administrators. Here are examples from Colorado State Standards: Reading and Writing 1. Students read and understand a variety of materials. 2. Students read, select, and make use of relevant information from a variety of media, reference, and technological sources. Gloria J. Edwards -4Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

3. Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. 4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Mathematics 3. Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. 4. Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems. Science 1. Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. 3. Life science: Students know and understand the characteristics and structure of living things, the processes of their life, and how living things interact with each other and their environment. 5. Students know and understand interrelationships among science, technology, and human activity and how they affect the world. 6. Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.

Websites
The purpose of this section is to provide internet resources for students and teachers to conduct research and acquire i nformation online, and to familiarize students with technological resources. Choose websites and computer activities that are at an appropriate reading level for your students, and offer enough background information and links for researching the project. A handout of useful and interesting websites that focus on project-based and multiple-intelligence based education is presented as an attachment to this lesson. Required: List required websites here. Support: List websites that offer further reading, activities and information on your project.

Pre-requisites (Skills required to process project)
Include skills required to process and complete the project Examples: Read at fifth grade level or above. Possess basic computer skills to conduct word processing and search the web. Gloria J. Edwards -5Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Required Materials
List all materials needed for your project here. You may include any materials needed to build, make, or otherwise complete your project, as well as places, catalogs, or websites to acquire your materials.

Handouts
Refer to your handouts throughout your lesson plan. Handouts can include science experiments, detailed instructions, project designs and templates, references, and any additional material to complete the lesson. Handouts are intended to complement and provide supplemental material for the actual lesson plan covered here. Remember to include all handouts. Examples include: Handouts for this Lesson: Handout One: Website Resources for Innovative Teaching and Learning (end of this lesson) Handout Two: Lesson Rubric (each lesson must have a rubric to assess project accomplishment and understanding)

Required Equipment/Technology
List technological equipment here, such as network accessible computers, word processing, graphics, or spreadsheet programs and printer, additional programs, or video cameras, needed to complete the lesson.

Gloria J. Edwards -6Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

THE LESSON
Here is the nitty-gritty of the project development and instruction! The lesson format has been laid out in three major steps: Preparation, Practice, and Performance. This simple sequence provides learners with a way to approach, organize, and implement their project successfully. In this section, write out concise steps for both students and teachers to follow to develop their project. “Activity” refers to the specific activity for the students to perform, “Instructor Notes” are notes and references for teachers. “ET” stands for Estimated Time to complete each step of the project (not how many “aliens” it takes to complete each step

Note: As you plan your lesson, REMBER: Students do not learn from what you do as much as from what you have them do. (ET= Estimated Time)

Preparation (Prepare for project here.)
As you design your lesson plan, include all handouts and references to handouts or supporting materials clearly so that other instructors can navigate your plan easily. For example, if you present students with a model (good idea!) of what you expect them to produce, include the model or replica or photo of it in the lesson plan, referring to its use in the preparation section. Activity 1. Discuss the topic of your project. Think about what you already know about the subject and why it is important. How can this project be meaningful for you? Ask yourself “How can I do this?” “What do I need to do this?” Instructor Notes Introduce the project to your group. This is the time to introduce and discuss the main concepts behind your project (i.e. teamwork, health, community improvement). Establish prior knowledge of the subject with your group. The goal here is to make this project personally meaningful to the student. Point out ways that the outcome of the project will relate to them. A great way to capture interest is to include a joke, fable, or storytelling related to the topic. Many students begin to relate to the lesson ONLY when they are engaged in group discussion, story-telling or other conversational devices. Introduce the rubric at this point ET Take about 20 minutes to an hour.

2. Discuss lesson rubric.

10-15

Gloria J. Edwards -7Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

3. Prepare for your project. Choose your place, people, things, or methods to complete it. Outline or list the steps you or your group will need to take. Remember to include people as helpful resources if you need them!

to let the students know what is expected and important in the lesson. Use the rubric to explain specific assessments. (Rubrics are performance-based assessment devices that judge progress on performance, not isolated knowledge about the topic.) You may divide your class into groups at this point if necessary. Assist the students in thinking through their preparations. Remember, students learn by doing: when you find they are at an impasse, ask them “How can we accomplish this step? How can we get this done?” Allow the students to experience self direction and construct their place in community involvement.

minutes

20 minutes; may need to extend into another session

Practice and Process (Preliminary information is gathered, background research tfor project is conducted.)
Activity 1. Review handouts as needed. Instructor Notes Develop handouts to supplement the lesson plan. Handouts should include directions for activities such as laboratory work, steps to complete artwork, or other specific sequences for the students to follow. And remember, creativity and fun is a good ingredient to include for learning success! Incorporate website content into basic academic skills such as reading and writing assignments. You may have the students conduct brief activities that enhance understanding of the project such as a laboratory experiment, science activity, interviews, field trips, or other activities that allow the students ET As needed

2. Research websites

As needed As needed

3. Conduct additional activity to develop understanding and completion of project.

Gloria J. Edwards -8Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

to become familiar with the subject.

Performance (show end product)
Activity 1. Put together the pieces of the project (build, write, develop, interview…whatever steps are needed to complete the project). Do the computer work and/or hands-on work. 2. Submit final project for first review, edits, and changes. 3. Make changes to project as needed. 4. Present the completed project to class, school group, community or other involved group. Good job! 4. Review Lesson rubric. Do selfassessment. Instructor Notes Review the steps needed to complete the project. Have the students organize all their material into a final format. ET As needed

Review all project materials for changes and improvements.

As needed.

Review lesson rubric

As needed

Lesson Assessment Strategy These are general questions to use in assessment of your lesson. If your lesson is to be used by other teachers, Preparation, Presentation and Overall Implementation (Instructor)
1. 2. 3. 4. 5. 6. Are the instructions and expectations for the class clear from the beginning? Am I spending sufficient time on modeling the skills I want students to acquire? Is there enough variety in the lesson to appeal to most learning preferences? How many learning intelligences am I addressing? Are students “connecting” to lesson objectives? How? How is this lesson “integrated”?

Performance and Practice (Student)
1. Do all students have the skills to follow instructions? If not, what measures am I taking to address the challenge? 2. Are all students participating in the activities either by active observation or by voicing their thoughts? 3. Am I identifying the strengths of each student and pairing/grouping people accordingly? What results am I getting? Gloria J. Edwards -9Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

4. How are students performing? Are all of them able meeting 80% of the lesson objectives? If not, what am I doing to help them achieve more?

Technology 1. Is the technology working? 2. How are students reacting to the technology, and what do I need to remember when I teach this lesson again? 3. How are students applying or wanting to apply their technical skills in other areas?

Activity Checklist
a. b. c. d. e. f. g. h. i. j. k. Discuss the topic of your project. Discuss rubric, goals, and expectations. Outline steps needed to complete project. Get permission if needed. Review handouts. Read websites. Do activity if included. Build/do/make/project. Review/edit your project. Present project. Review lesson rubric. Perform assessments.

Congratulations! You have just reviewed your first project-based lesson plan. We hope this will help you in developing projects for the health, happiness, and learning for your own students! To contact us, make suggestions, and find out more about projectbased experiential learning, visit us at www.integratelearning.org ! See you there!

Gloria J. Edwards - 10 Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Handout One: Related websites
Web Site URL http://www.lausd.k12.ca.us/Lincoln_HS/Burleson/Lessons/wind/ http://www.aag.org/ARGUS/ARGUS.html http://www.geology.usgs.gov/index.shtml http://www.internet4classrooms.com/lesson.htm#misc http://www.yourhomework.com/ http://wwwpsychwww.com/mtsite/index.html http://www.privatelessons.net/computer.asp http://www.geocities.com/robertcgalloway/pedagogymiller2.html http://www.whole.org/ http://www.haven.net/edge/council/miller.htm http://www.neat.tas.edu.au/HENT/world/dds/freedom.htm http://www.spinninglobe.net/chall1 -4rev.htm http://www.thecommunityschool.org/articles/AR_2000.pdf http://www.thecommunityschool.org/ http://www.askeric.org/Virtual/Lessons/Guide.shtml http://www.lessonplanspage.com/WriteLessonPlan.htm http://www.proteacher.com/020001.shtml Description/Notes Webquest Geography US Government site including geology projects A must! Find out about great resources for teachers Post assignments and enhance teacher-parent-student communication Mind tools to help you think excellently Private lessons channel: learn computer technology and other courses online Bob Galloway’s site has a summary of one of Miller’s works Whole.Org is a good source of information Public Education, Alternative Schools and Democracy Freedom and Structure in Holistic Education Challenging the Giant The Community School This school is in Maine and appears to be very successful…school homepage Ask Eric Writ e a Lesson plan Lesson Plans Page: 10 steps to developing a quality lesson plan Pro Teacher lesson planning

http://www.thirteen.org/edonline/concept2class/month3/implementation.htm Teaching to academic standards http://interactive2.usgs.gov/learningweb/teachers/lesson_plans.htm The USGS has some interesting interdisciplinary lesson plans

http://cuip.uchicago.edu/wit/2000/curriculum/homeroommodules/assessEdSit This U. of Chicago has an interesting rubric es/lessrubric.htm http://intranet.cps.k12.il.us/Lessons/StructuredCurriculumTOC/structuredcurr Chicago Public School system has developed a series of handbooks iculumtoc.html http://www.csum.edu/~vceed002/ref/plans/plans.html http://www.tapestryweb.org Sourcebook for Teaching Science Institute for Philosophy, Religion, and Life Science: integrated knowing

Gloria J. Edwards - 11 Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Handout Two: Lesson Rubric
Name: Teacher: Date: Course: Name of Your Project or Lesson Here
(Describe here the task or performance that this rubric is designed to evaluate.) Beginning 1 Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance. Developing 2 Accomplished 3 Exemplary 4 Description of identifiable performance characteristics reflecting the highest level of performance. Score

Description of identifiable performance Description of characteristics identifiable reflecting performance development characteristics reflecting and movement mastery of toward performance. mastery of performance. Description of identifiable performance Description of characteristics identifiable performance reflecting development characteristics and reflecting movement mastery of toward performance. mastery of performance. Description of identifiable performance Description of identifiable characteristics performance reflecting development characteristics and reflecting movement mastery of performance. toward mastery of performance.

Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Gloria J. Edwards - 12 Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance.

Description of identifiable performance Description of identifiable characteristics performance reflecting development characteristics and reflecting movement mastery of performance. toward mastery of performance. Description of identifiable performance Description of identifiable characteristics reflecting performance development characteristics and reflecting mastery of movement performance. toward mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Other rubric styles are available at www.webquest.matrix, www.integratelearning.org, and other sites listed in the above attachment.

Gloria J. Edwards - 13 Mountain Plains Distance Learning Partnership 2002 “Developing a Project-Based Lesson” using Leecy Wise’s template for Star Schools teachers.

Similar Documents

Free Essay

Analytical Report on Flinders.Edu.Au

...Analyitical Report of website: www.flinders.edu.au Student name: Garth Trickett Student number: 3068276 Tutor Name: Carol Drew Table of contents 1. Executive summary 2. Introduction 3.1 How easy is it to choose a course and apply for the university it using the website? 3.2 Website Template Layout 3.3 Homepage Layout 3.4 Colour Scheme 4.1 Conclusion 4.2 Recommendations 5. References Executive summary Introduction The aim of this report is to critically analyse the architecture of the website www.flinders.ed.au. The information gathered from the analysis will be used to devise solutions to problems with the website. The technique of examination for the website was to thoroughly explore the different pages of the website and grade each area of the website using appropriate criteria. Dave Gehrke (1999) states that” without efficient and user=friendly navigation, the user is likely to get confused, lost or frustrated and leave the site for good”. A resultant survey run by Gehrke (1999) showed that page loading speed and navigational efficiency are the most important things to users. The most important user type that needs to be happy with the website for it to be successful is prospective students as they make a majority of the people visiting the site. Prospective students are more likely to turn into current students if they like the feel of the website. This analyst took on the role of prospective student to test the...

Words: 1100 - Pages: 5

Free Essay

Theme Installation

...Real Agent Installation and Setup Documents Real Agent Real Estate Setup Documentation Theme Installation Login into your WordPress dashboard and click on “Appearance” --> “ Themes” tab. You will have the option to manage existing themes or Install new ones, click on “Install Themes”. A sub menu with the following options will appear below the main tabs: Search | Upload | Featured | Newest | Recently Updated Click on the “Upload” item and you will get the following screen: Install a theme in .zip format Click on “Choose File” and locate the purchased file in your PC and then click on “Install Now”. Preview or Activate the theme and check your website to see the Real Agent Real Estate theme. The theme is now active. Demo content installation (Developer Package) Developer (Full) package only --> Click on "Tools"--->import-->WordPress and locate the provided xml file in your computer, click upload file and import, select your author preferences and click "Download and import file attachments". All the content from the demo theme will be on your website. Setting Permissions Make sure the following folder have "write or 777" permissions for authors and specific images thumbnail creation: /cache/ (located within the theme) Image Size Image sizes are defined by default in Real Agent theme but you also need to setup your "Media" settings in the WordPress administration to tell WordPress to resize all your images to the correct size...

Words: 2294 - Pages: 10

Premium Essay

Fundamental of Effective Communication

...kin31937_ch.02.qxd 10/23/06 2:06 PM Page 11 THESIS SENTENCE TEMPLATES A thesis sentence is a sentence in the introduction that tells the reader what the topic or argument of the essay is. Experienced writers have little difficulty writing thesis sentences. This is because they have read and written thousands of them. You, the emerging writer, don’t have it so easy. So, you have to accelerate the process. You do this via thesis sentence templates. A thesis sentence template is the basic machinery of a thesis sentence, what makes it work. It is like a car minus the hood, the doors, the engine, the side panels, the wheels, and the air conditioner. On that basic structure, thousands of different cars can be built. From a thesis sentence template, thousands of thesis sentences can be constructed. The introduction for any piece of writing is very important. This is where you establish a relationship with the reader. The introduction will always be read, while the body of the paper might sometimes be glossed over (not carefully read) by graders of standardized tests like the SAT® or TOEFL®. ? HOW THE THESIS SENTENCE TEMPLATES WORK Each type of thesis sentence presented in this section is followed by two or three examples of how very different thesis sentences can be written using the template. Then you will write two or three thesis sentences of your own using the template. If you find the template difficult, just do one sentence on your own. But the more you...

Words: 1077 - Pages: 5

Premium Essay

Request.Html - Jsfiddle/Github Integration Demo

...the project network and baseline information below, complete the form to develop a status report for the project at the end of period 4 and the end of period 8. From the data you have collected and computed for periods 4 and 8, what information are you prepared to tell the customer about the status of the project at the end of period 8? (See template below for Exercise 13-3) Ch13 Ex1,2,3,4 Templates EV.doc 1 of 6 10/10/2011 12:31 PM Earned Value Exercises Ch13 Ex1,2,3,4 Templates EV.doc 2 of 6 10/10/2011 12:31 PM Earned Value Exercises End of Period 4 Task Actual % Complete A B C D E Finished 50% 33% 0% 0% EV ____ ____ ____ ____ ____ ____ AC 300 1000 500 0 0 ____ PV 400 800 600 ____ ____ ____ CV ____ ____ ____ ____ ____ ____ SV ____ ____ ____ ____ ____ ____ Cumulative Totals End of Period 8 Task A B C D E F Actual % Complete Finished Finished Finished 25% 33% 0% Cumulative Totals EV ____ ____ ____ ____ ____ ____ ____ AC 300 2200 1500 300 300 0 ____ PV 400 2400 1500 0 ____ ____ ____ CV ____ ____ ____ ____ ____ ____ ____ SV ____ ____ ____ ____ ____ ____ ____ Ch13 Ex1,2,3,4 Templates EV.doc 3 of 6 10/10/2011 12:31 PM Earned Value Exercises 4. Given the following project network, baseline, and status information, develop status reports for periods 2, 4, 6, 8 and complete the performance indexes table. Calculate the EACf and the VACf. Based on your data, what is your assessment of the current...

Words: 440 - Pages: 2

Free Essay

Msa 605

...MBA A605 or MSA A605 – Advanced Auditing (Online) Instructions for Completing Assignment Templates The instructor will reduce –– by one full letter –– a student’s grade on any submitted document template for which the student has not followed all of these instructions. The instructor will automatically award a grade of 50 of 100 possible points for all late assignments, as explained further below. Prior to the due date for the assignment, students must individually: 1. Analyze each assigned case and related readings, as indicated in this document template. 2. In the document template, provide carefully prepared summaries of the key facts of each case and responses to each of the case questions herein (there are eight templates – one for each week of the course). • Students must enter responses in the table rows (or cells) that follow each request for a key case fact summary and each case question. The template includes additional instructions for preparing key case fact summaries further below. • Students must enter their key case fact summaries and responses to case questions (i) single spaced and (ii) in the font type and size that is pre-determined in the document templates. Students must not make any changes to the templates (note the header on each page of this template). Wherever grammatically appropriate and helpful, students should use paragraph breaks and “bullets” to organize their responses. • Students’ responses must not exceed the maximum...

Words: 497 - Pages: 2

Premium Essay

Lesson Construction Template: Collaboration In A Team

...Lesson Construction Template Introduction and Objective Think about a sport you’ve played in the past. Do you play baseball, volleyball, or soccer? Do you watch sports on television? In a sport, what is the purpose of the team? What is the team’s goal? That’s right! A team’s purpose is to win. So, how exactly does a team accomplish that goal? Have you ever heard the old saying that there’s no “I” in “team”? What do you think that means? Today, we’re going to look at what is called collaboration. Today's lesson objective is: Students will engage effectively in a range of collaborative discussions on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. Learning Skills Take a...

Words: 1158 - Pages: 5

Free Essay

None

...THE RESEARCH PROPOSAL TEMPLATE This document has been set up to assist students in preparing the text for their research proposal. It is NOT intended as a document to guide you through your research proposal development, but to assist you in setting out the proposal, in terms of text layout, section headings and sub-sections. The Research Proposal is a complete description of the intended research, developed under the supervision of the assigned supervisor. Through the full proposal, the student needs to demonstrate convincingly that the study will make a contribution to a public health issue or problem. The full research proposal must be between 5 and 10 pages and should present the following: ▪ Title ▪ Brief Introduction ▪ Background and statement of the problem (this in the light of a thorough literature review) ▪ Research question or hypothesis, aim and objectives ▪ Study design (type of study) ▪ Study population and sampling ▪ Data collection methods and instruments ▪ Data analysis methods – if applicable statistical planning must be fully addressed, or the candidate should provide evidence that statistics are not required. ▪ Mechanisms to assure the quality of the study – e.g. control of bias, safe storage of data ▪ Study period - Timetable for completion of the project ▪ Participants in the study – all people involved in the study, and the role they play, should be identified.* ▪ Ethical considerations ▪ Resources required for the study...

Words: 1259 - Pages: 6

Free Essay

Ubd Lesson Plan

...|Name: Gail Faulkner |Date:4-22-2012 | |Unit Title: the study of Water | |Grade Level: PRE-K | |Subject: Science | |Unit Length: 10 minutes | |Brief Summary of Unit | |(Describe the context for this unit within the curriculum, and the curricular aims of the unit.) | | | |What understandings or goals will be assessed through this task? (Students will…) | | | |Will understand how water is a way of life for people. They will also gain recognition of various types of things we use water for.| |The students will develop...

Words: 1904 - Pages: 8

Free Essay

Eed 435 Students Guide / Tutorialrank.Com

...EED 435 Entire Course (UOP) For more course tutorials visit www.tutorialrank.com EED 435 Week 1 Co-Planning Arts Integration Scenario EED 435 Week 1 Arts Standards Scavenger Hunt EED 435 Week 2 Co-Planning Arts Integration Scenario Paper EED 435 Week 2 Visual Art Lesson Plan Template EED 435 Week 2 Visual Arts Integration Strategies Template EED 435 Week 3 Drama Lesson Plan Template EED 435 Week 4 Classroom Observation Reflection Paper EED 435 Week 4 Assignment Dance, Movement, and Music Integration Strategies Template EED 435 Week 5 Arts Personal Philosophy Paper EED 435 Week 5 Multicultural Unit EED 435 Week 5 Arts Integration Strategies Presentation ------------------------------------------------------------------------------------------ EED 435 Week 1 Arts Standards Scavenger Hunt (UOP) For more course tutorials visit www.tutorialrank.com Complete the University of Phoenix Material: Arts Standards Scavenger Hunt located on your student website ------------------------------------------------------------------------------------------ EED 435 Week 2 Co-Planning Arts Integration Scenario Paper (UOP) For more course tutorials visit www.tutorialrank.com Write a 700- to 1,050-word paper based on the scenario you chose from the Co-Planning Arts Integration Scenario in Week One. Include the following in your paper: A description of the development stage and critical thinking skills of the children in the scenario you chose An explanation...

Words: 474 - Pages: 2

Free Essay

Child Development

...CDA Professional Resource File. You will complete the first paragraph of your statement within the following guidelines and rubric requirements: CSI Competency Statement I (To establish and maintain a safe, healthy learning environment): Begin your Reflective Statement about this Competency Standard with a paragraph describing how your teaching practices meet this Standard. Once you have completed this paragraph, you will put it in your CDA Professional Resource File with paragraphs a, b, and c following. (these will be assigned separately) (SLO 1) 2. Choose and complete a lesson plan for an activity that can be implemented with children and families to promote knowledge of nutrition. May include, but not limited to the following: * Eating Healthy Foods * Identifying nutritious foods * Meal Planning * Healthy Meal practices (Use the given Activity Template) (SLO 2) 3. RC I-2: A copy of one weekly menu. In order to complete your related Reflective Competency Statement on the topic, the menu would ideally be one that you have participated in serving to and/or designing for children. If this is not possible, or if you work in a program that does not serve meals, you may...

Words: 1305 - Pages: 6

Free Essay

Blooms Taxonomy

...UbD Lesson Plan Template Client Organization: Telephone: Main Contact: Fax: _________________________________________________ Email Address: Date: |VITAL INFORMATION | |Author |Richard Chappell | |*Subject(s) |English reading class | |Topic or Unit of Study |reading | |*Grade/Level |9th | |*Summary |Teacher will introduce The Cask of Amontillado to the class | | |Teachers writes down some of the following questions from Blooms taxonomy levels: | | | ...

Words: 636 - Pages: 3

Free Essay

Meeting Human Services Challenges with Technology

...Meeting Human Services Challenges with Technology Gina Sharra BSHS-351 January, 24th, 2011 Nate Hooper Meeting Human Services Challenges with Technology Technology has grown so much in the last decade that it is something that really should be used in the human services organizations today. It can help any of the organizations to not only grow with the demands that need to be met in human services, but it can also help the many services that are already being used or help to implement new technology uses that are not being used at this time for instance updating their systems. Technology can be used in many ways to benefit human services businesses, organizations as well as the non-profit services. There are so many different software’s that can be used to upgrade systems, add in systems that are old-school in which it will not only benefit these places in time management, privacy, HIPPA laws and in many other areas. One challenge for human services non-profit organization is it needs the proper tools to be able to provide its community with the services that are needed. But if they do not have the tools to get the information out into the community on what services they do provide than the community not only has no idea about this organization and what they provide, but the organization actually looses too because they themselves have no clientele. The different types of strategies that can help in this particular situation would be to add different ways for clients...

Words: 1497 - Pages: 6

Free Essay

Frugmm

...recognition algorithms identify facial features by extracting landmarks, or features, from an image of the subject's face. For example, an algorithm may analyze the relative position, size, and/or shape of the eyes, nose, cheekbones, and jaw. These features are then used to search for other images with matching features. Other algorithms normalize a gallery of face images and then compress the face data, only saving the data in the image that is useful for face recognition. A probe image is then compared with the face data. One of the earliest successful systems is based on template matching techniques applied to a set of salient facial features, providing a sort of compressed face representation. Recognition algorithms can be divided into two main approaches, geometric, which looks at distinguishing features, or photometric, which is a statistical approach that distills an image into values and compares the values with templates to eliminate variances. Popular recognition algorithms include Principal Component Analysis using eigenfaces, Linear Discriminate Analysis, Elastic Bunch Graph Matching using the Fisherface algorithm, the Hidden Markov model, the Multilinear Subspace Learning using tensor representation, and the neuronal motivated dynamic link matching. 3-dimensional recognition A newly emerging trend, claimed to achieve improved accuracies, is...

Words: 554 - Pages: 3

Premium Essay

Multicultural Lesson Plan

...Lesson Plans Lesson plans will be filled out on how to use Dolch words to help improve reading. 1. Are the objectives aligned with academic standards? Yes State how the lesson objectives support the academic standards. The lesson will help students in grades Pre-K, K and 1st to understand how to read. 2. Are the assessments aligned with the objectives? Yes Is it explicitly clear what the students should know and be able to do by the end of the lesson? Yes, the students should know a certain number of dolch words by a certain date. What is the evidence demonstrating mastery of knowledge and/or skills that will support the lesson objectives? Documentation of the words correct on paper. 3. Are the learning experiences relevant to the objectives? Yes 4. Is instruction differentiated? Yes, EEL and Special Education students will have flash cards, I-pads to help pronounce the words, memory match. How will ELL or special needs students benefit from these lessons? To help them build up their vocabulary by learning the basic and more frequent words. Name the activities that support learning modalities, gender, or cultural groups. 5. Are there frequent and multiple ways to check for understanding during instruction? List the strategies to check for understanding. Include other strategies not in the lessons that could be utilized to further check for student understanding. • Spelling test • Memory test • Flash card • Reading probes • Printable worksheets ...

Words: 469 - Pages: 2

Premium Essay

Vietnam Legacy Lesson Plan

...DEMO LESSON Lesson Plan in Language in Literature II Afro-Asian Literature I. Subject Matter: Vietnam Legacy Reference: Language in Literature Afro-Asian Literature (p. 156) Materials: illustration boards, Multimedia materials Time Frame: 2 Meetings II. Objectives A. Generate responses to a question the poem asks about giving tributes to fallen soldiers B. Identify imageries in the poem C. Demonstrate comprehension on the poem by giving accurate answers to questions D. Enumerate ways how they can promote peace in their own little ways as students. III. Lesson Proper A. Introduction 1. Through a DLP, show pictures of soldiers. Let students verbalize their ideas about the pictures. 2. Inform them that they are about to read a poem about soldiers. 3. Post the following question to be answered towards the end of the lesson: What is the best way to remember those who fought in a war for freedom? B. Interaction 4. Let students read the poem silently, then let them read it aloud in chorus with the poem projected through DLP. 5. Instruct them to locate the following unfamiliar words on the poem, then give their definitions: * Granite- a very hard rock used in building * Engraved- carved into a block or surface * Relive- To undergo or experience again, especially in the imagination. * Laureate- a person who has been honored for achieving distinction in a particular field or with a particular award...

Words: 585 - Pages: 3