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Resources « McTighe & Associates

Resources « McTighe & Associates

Related:  Instructional Design for Online LearningMUS 226AssessmentSchool Design and Development

The ADDIE Process - The ADDIE instructional design model forms a roadmap for the entire training project. Intulogy uses this popular instructional design model to help our clients analyze their training needs, design and develop training materials, implement training, and evaluate its effectiveness. Sometimes, Intulogy works directly with a client’s training specialists, who have studied the ADDIE model in graduate school. However, we’re often contacted by directors and executives who know their company has a training need, but they don’t know much about the instructional design process.

Ohio English Language Arts The State Board of Education adopted Ohio's New Learning Standards in English Language Arts as a guide to teaching and learning in the classroom. The Kindergarten – Grade 12 standards will be fully in use in Ohio classrooms in the 2014-2015 school year. Introduction to Ohio's New Learning Standards for ELA, Model Curriculum, and Assessment Ohio's New Learning Standards Addtional Resources for Diverse Learners Model Curricula

What Are Learning Objectives? (NOTE: The below links will open in a new browser tab or window) A learning objective should describe what students should know or be able to do at the end of the course that they couldn't do before. Learning objectives should be about student performance. Good learning objectives shouldn't be too abstract ("the students will understand what good literature is"); too narrow ("the students will know what a ground is"); or be restricted to lower-level cognitive skills ("the students will be able to name the countries in Africa.").

Coaching: The New Leadership Skill:The Year We Learned to Collaborate October 2011 | Volume 69 | Number 2 Coaching: The New Leadership Skill Pages 54-58 Every school has watershed moments that mark a distinction between past and present practices. For Colegio Inglés, a private, bilingual preK–9 school outside Monterrey, Mexico, 2008–09 became a watershed school year. That year, teachers and administrators embarked on a collaborative professional development initiative precipitated by a collision of challenges. A Cordial Community Steps Up Our first challenge surfaced in spring 2008.

Understanding by Design Understanding by Design, or UbD, is a tool utilized for educational planning focused on "teaching for understanding" advocated by Jay McTighe and Grant Wiggins in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development.[1][2] The emphasis of UbD is on "backward design", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction.[3] "Understanding by Design" and "UbD" are registered trademarks of the Association for Supervision and Curriculum Development ("ASCD"). According to Wiggins, "The potential of UbD for curricular improvement has struck a chord in American education. Over 250,000 educators own the book. Over 30,000 Handbooks are in use. More than 150 University education classes use the book as a text

Frayer Model The Frayer Model is a vocabulary development tool. In contrast with a straight definition, the model helps to develop a better understanding of complex concepts by having students identify not just what something is, but what something is not. The center of the diagram shows the concept being defined, while the quadrants around the concept are used for providing the details. Words that work well with the Frayer Model include quadrilaterals, insects and democracies. Untitled Document Exploring Narrative Assessment to Promote Empowerment of Educators and Parents of Children with Special Educational Needs Professor Joy Cullen Denise Williamson and Chris Lepper Massey University, Palmerston North, New Zealand Abstract The use of narrative assessment by early intervention teams is explored in two case studies in New Zealand where early intervention provisions are guided by an inclusive special education policy. Team members, including parents and teachers, received professional development on the use of learning story assessment, and shared their learning stories at planning meetings. The project highlighted the empowerment of parents and educators through the use of learning stories for assessment and planning.

Cure for the Common Core: Transitions - Amherst, NY So what’s your plan? What are you doing to start your Common Core transition? This is a followup to my previous Blog Post called Common CoreZilla: Shrink The Change ADDIE Office: S 316M Phone:415 452-5699 Email Dr. Malachowski's Home Page Table of Contents Abstract Instructional Design Events of Instruction ARCS Model Constructivism References SIOP - Resources Resources Browse our collection of resources on relevant topics for educators, policy makers, and anyone interested in learning more about the research-based SIOP Model and sheltered instruction. These resources include lesson plans, instructional activities, case studies of professional development, research briefs, digests, publications, products, frequently asked questions, and an electronic newsletter. Online Resources Lesson Plans and ActivitiesView our collection of free lesson plans and activities that can be downloaded for use in implementing the SIOP Model in your classroom.

Ten Takeaway Tips for Using Authentic Assessment in Your School The School of the Future's (SOF) mission is to empower each and every student. Teachers accomplish this not only by making their classroom content and instruction engaging but also by making their assessments authentic. Teachers ask SOF students to demonstrate their comprehension and mastery of the curriculum in ways that are meaningful to them. This goes beyond getting the "right" answers on tests. At SOF, students develop the learning skills and habits of mind that are essential in the classroom -- and the rest of their lives. Here are ten tips to help you use authentic assessment in your school.

How it Works > Comer School Development Program Like the operating system of a computer that allows the software to do its specialized work, the Comer Process provides the organizational, management and communication framework for planning and managing all the activities of the school based on the developmental needs of its students. When fully implemented, the process brings a positive school and classroom climate, stability, and an instructional focus that supports all of the school's curriculum and renewal efforts. Click English or Spanish for an illustration of the model. Three structures comprise the basic framework on which the Comer Process is built: The School Planning and Management Team develops a Comprehensive School Plan, sets academic, social and community relations goals, and coordinates all school activities, including staff development programs. The School Planning and Management Team (SPMT): The Engine That Drives the School by Miriam McLaughlin, Everol Ennis, and Fred Hernandez (Chapter 3, pp. 25-39)