Home | National Center On Universal Design for Learning. Hunter Lesson Plan I. Www.pfsd.com/uploads/GraphicOrganizers.pdf. Www.the-private-eye.com/pdfs/MARZANO STRATEGIES & The Private Eye r.pdf. Videos, Common Core Resources And Lesson Plans For Teachers: Teaching Channel.
Artinquiry-artinquiry-Hennigar Shuh, John_Teaching Yourself to Teach With Objects copy. Artinquiry-Creating_Classrooms_We_Need_8_Ways_Into_Inquiry_Learning copy. Artinquiry-Inquiry_Learning_Vs_Standardized_Content_Can_They_Coexist copy. Artinquiry-secret5. Activity2_teaching_yourself. Learner self efficacy and feedback. Artinquiry-Hubard, Olga_Activities in the Art Museum copy. Artinquiry-LookingWorksheet. Metacognition. Final_Revised 2_PZ_Brochure(1) Stalking the Superior Syllabus - Teaching Excellence. "Stalking the Superior Syllabus" was a Reflective Practice Group Presentation by John Woolcock held on August 15 and September 4, 1997.
The Functions of a Syllabus Establishes an Early Point of Contact Between Student and InstructorHelps Set the Tone for the CourseDescribes Your Beliefs About Higher Education Places the Course in the Broad Context of the DisciplineAcquaints Students with Course LogisticsDefines Student ResponsibilitiesDescribes the Role of Special Teaching and Learning Practices (Active Learning, Technology, etc.)Helps Students Assess Their Readiness for the CourseDescribes Available Learning ResourcesIt Models Good Planning and OrganizationRepresents a Learning Contract Between You and the Student A Basic Syllabus Checklist Course Information (Title, Number, Prerequisites, etc.) from Catalog Instructor/Contact Information (Office, Telephone, E-mail, etc.)
What is a Learning-Centered Syllabus? Why Have a Learning-Centered Syllabus? Components of a Learning-Centered Syllabus. Improving Learning in Small Classes - Teaching Excellence. Because a class is smaller and discussion is more likely, some professors feel that simply introducing a topic related to reading is adequate to motivate students and promote learning. Small classes need structure just as lecture classes do. Further, many students lack instructional awareness and are unfamiliar with classes that require active learning. Without structure or sufficient experience on the part of students, small classes, simply because of their size, will not be effective ways for students to learn. Much of the advice for good teaching in large classes holds true for small classes as well.
Think through your ENTIRE course. You may make changes as the semester goes on, but students need to see the big picture.Explain your course structure at the beginning and offer your rationale for it.Ask students to take home and read your syllabus and other class materials. Adapted from Philip C. Www1.aucegypt.edu/maan/pdf/Reflection Toolkit 1.pdf. Www.usfca.edu/uploadedFiles/Destinations/Institutes_and_Centers/OSL/docs/Reflection Activities.pdf. Inquiry Learning Vs. Standardized Content: Can They Coexist? By Thom Markham As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning.
In reality, as time will prove, we’re arguing over whether content standards are still appropriate. Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. There is only one resolution to the debate. If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. So how can you, as a teacher, help move the dialogue forward? But PBL is the near-term solution.
REDEFINE RIGOR. TEACH INQUIRY SKILLS. MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. Team learning. SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. InstructionalStrategiesActivities (1) Research for Better Teaching - Video Library.