Intended Learning Outcomes What Are Intended Learning Outcomes? It may be best to start with what intended learning outcomes aren’t. They aren’t simply a list of the topics to be covered in the course. Certainly, there will be a body of knowledge that students should know and understand by the time the course is complete. But if the goals for what students should achieve stops there, there may be many missed opportunities for providing them with a more productive learning experience. An intended learning outcome should describe what students should know or be able to do at the end of the course that they couldn’t do before. Each individual intended learning outcome should support the overarching goal of the course, that is, the thread that unites all the topics that will be covered and all the skills students should have mastered by the end of the semester. Writing Intended Learning Outcomes Experts often talk about using the acronym S—K—A to frame learning objectives. and then supplying a strong, action verb.
Metacognitive Strategies or “Thinking About My Thinking” - LD@school Add to favorites Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO "Efficient learners use metacognitive strategies but students with learning disabilities tend to lack the skills to direct their own learning. However, once they learn the metacognitive strategies that efficient learners use, students with learning disabilities can apply them in many situations.” (Lerner and Kline, 2006, p. 184) Description In order to be effective learners, students must not only use their memory and the language skills they have internalized, they must also develop their own way of learning. According to Pierre Paul Gagné et al. (2009): “Metacognition enables students to be more active in their learning, i.e., to mobilize all of their resources in order to have successful learning experiences. According to the LD Online Glossary (2014), metacognition is the process of "thinking about thinking." Implementing Metacognitive Strategies Click here to access the chart as a PDF. References
Lesson Planning - Professor's Resource Site 3.1 Applying an understanding of how people learn to plan lessons and learning experiences Creating a lesson plan is an important aspect of instructional design. Lesson plans allow professors to create learning objectives, organize and deliver course content, and plan and prepare learning activities and materials. It also outlines the type of informal or formal assessment methods professors will use in their classrooms. While there are a number of different models, a lesson plan usually consists of the following components: Learning Objectives What learning goals do you want to achieve in the class? Source: Lesson Plan Template-Online Module by Georgian College: Centre for Teaching and Learning. How to Create an Effective Lesson Plan Professors can integrate these components into their lesson plans to effectively meet the needs of their discipline and teaching style. Lesson Plan Templates
The parts of a lesson plan - Submitting lesson plans - Web Publishing & Collaboration Guide Not every lesson plan looks alike, but all lesson plans share certain basic parts. This guide to LEARN NC’s lesson plan template explains what we are looking for in a lesson plan and how you can make your lesson plan as usable as possible to other teachers on the web. Title The title of your lesson plan should be concise, clear, and descriptive. It should invite teachers to take a closer look at the plan. This field is required. Introduction Use the introduction to tell us a little about your lesson plan. This field is recommended. Learning outcomes Learning outcomes are what students are expected to learn after completing the lesson plan. Learning outcomes should be closely related to the curriculum alignment but should not simply repeat goals and objectives of the Standard Course of Study. Curriculum alignment Curriculum alignment is the relationship of the lesson plan to the North Carolina Standard Course of Study. Classroom time required Consider different scheduling constraints. Activities
Metacognitive Study Strategies for College Students Introduction Learning is something that everyone is expected to be able to do; but very rarely does anyone sit us down and tell us how to learn. We may learn component skills that allow us to perform a task; for example, learning specific steps to perform a task or the parts of a paragraph or essay. These are steps toward producing a product; not actually learning and mastering knowledge. Perhaps even more importantly; how do we decide what we need to learn and understand when and how we have learned it? How often, when faced with a new idea or a problem, do you sit down and think "What do I already know about this?" This course has been designed with the new college student or at-risk college student in mind, with the goal of providing skills and strategies necessary for success both in college and on the job. Learning to learn from a metacognitive perspective will give you the ability to control and direct your learning experience and make more out of your courses. Lessons
Lesson plan types - Secondary Practicum at Coe College From: The Online PD, 1) The 5 Step Lesson Plan I think it is the most straightforward lesson planning template and works for most topics and objectives. Here is an example 5 step lesson plan from Bunny Tucker: Bunny’s LP 2) The 7 Step Lesson Plan The 7 step template is similar to the 5 step lesson plan, but fleshes out the pieces of a quality LP a little more. 3) The 5 E Lesson Plan The 5E model is best suited to inquiry-based instruction. Objective: SWBAT (Students Will Be Able To) state that all living things are made of cellsEngage: A few days in advance, I’ll ask students what kinds of organisms they’d like to look at under the microscope. You can learn more about the 5 E model here: 5 E Model Executive Summary Madeline Hunter 7-Step Direct Instruction Model From 4MAT: Here are other features of 4MAT lessons…
What is Differentiated Instruction? Examples of Strategies Just as everyone has a unique fingerprint, each student has an individual style of learning. Not all students in a classroom learn a subject in the same way or share the same level of ability. Differentiated instruction is a method of designing and delivering instruction to best reach each student. Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Differentiated instruction is a method of designing and delivering instruction to best reach each student. Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student. 1. 2. 3. 4. Pros Cons
Kolb’s Learning Cycle – Live Language Learning All teachers, regardless of the discipline, must be considerate of the various learning styles of students. You learn this in Teaching 101: Teaching is not a one size fits all scenario. This goes a long way in explaining why our vocation has so many challenges. In today’s teaching seminar at the CAVILAM center in Vichy, France we spent a lot of time discussing the merits of Kolb’s learning cycle and how it can help all teachers remain attentive to the various learning styles of their students. We are each wired differently and have unique ways of engaging in the learning process. First, a teacher must help a student complete the full cycle of learning. The second task, which is associated with the first, is that teachers need to vary their activities so that no one style of learning is favored over the others.
Types of Lesson Plans and Templates | The Online PD There are a number of different types of lesson plans and templates floating around out there. Here is a look at the most common ones: * The 5 Step Lesson Plan This is probably the version you learned to use at summer institute. Here is an example 5 step lesson plan from Bunny Tucker: Bunny’s LP Additional Resources: * Blank 5 Step Lesson Plan Template * Blank Lesson Plan Template from KIPP * The 7 Step Lesson Plan The 7 step template is similar to the 5 step lesson plan, but fleshes out the pieces of a quality LP a little more. * The 5 E Lesson Plan The 5E model is best suited to inquiry-based instruction. Objective: SWBAT state that all living things are made of cells Engage: A few days in advance, I’ll ask students what kinds of organisms they’d like to look at under the microscope. Explore: Students will examine what’s under all the scopes and make drawings. Explain: Students read a short article about cells. Elaborate: I’d present students with a piece of corks. * Lesson Plan * Class work
Favorite Tech Tools For Social Studies Classes | MindShift | KQED News Educators are looking for ways to help students participate in a digital world, but the choices for digital engagement in the classroom can be overwhelming. Many teachers have little to no money to pay for premium versions of apps and are looking for quick and easy ways to determine how an app works. They must also consider why it might be useful for their teaching practice. Rachel Langenhorst helps teachers in her district find solutions for those issues. She used to teach social studies, but is now the K-12 Technology Integrationist and Instructional Coach at Rock Valley Community Schools in Iowa. She put together a list of favorite digital tools for the social studies classroom and shared them during an edWeb webinar. “Really be cognizant of the digital tools you’re picking and why you are picking them,” Langenhorst said. Every educator in the digital world needs a bookmarking tool to help keep track of resources, ideas and sources for students. Thinglink makes pictures interactive.
Kolb Learning Cycle Tutorial - Static Version Text and concept by Clara Davies (SDDU, University of Leeds) Tutorial design by Tony Lowe (LDU, UNversity of Leeds) Multimedia version (Flash plug-in required). Introduction Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and facilitating student learning. Concrete Experience (doing / having an experience) In the case of the PGCLTHE, the 'Concrete Experience' is the 'doing' component which derives from the content and process of the PGCLTHE programme - through attending the workshops or, in the case of the on-line module, your reading of the on-line learning materials - together with your actual experience of teaching in the classroom plus your other teaching duties and practices. Reflective Observation (reviewing / reflecting on the experience) Abstract Conceptualisation (concluding / learning from the experience) Active Experimentation (planning / trying out what you have learned) References
7 Helpful Instructional Strategies Instructional Strategies Interactive Strategy - Role Playing: - When students role-play they act out a certain character in a situation. It helps the students to understand and think about things from a different perspective. - I think role-playing is an excellent instructional strategy to use with students because it really helps them to get into what they are learning and be a real part of it. I think it would also motivate students to get involved and want to play certain characters in a situation. Experiential Learning – Field Trips: - Field trips take place outside of the classroom and provide learning opportunities within the community. Instructional Skills – Level of Questions: - Level of Questions promotes higher and deeper levels of thinking.
About T.H.E. P.A.C.T. | iPACT Sam Sintros, Classroom Teacher, states: "The best feature of the iPACT – it helps you to be a better teacher!" Dan Herlihy, Technology Specialist, describes: "The iPACT gives you the ability to start basic and then convert, convert, convert! The flow from template to template - taking your content and info along - is the biggest feature, time-saver, and motivator of all. Margaret Dean, Speech Language Pathologist, explains: "The iPACT helps you structure your thoughts so that you can break down a topic to make it accessible to all populations." Kara Cote, Special Educator, explains: "This is powerful stuff! Ellen Light, Parent, shares: "Love ALL the possibilities of this app!" Marcia Zurick-Thompson, Speech Language Pathologist, explains: "We can ‘vacuum’ formats out for immediate use on Monday mornings so language-impaired kids can contribute to collaborative discussions!" Hannah French, Occupational Therapist, shares: "Universal Access with the iPACT! Nerissa Hall, AAC Specialist, shares: "WOW!
Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut Outcomes Pyramid The assessment literature is full of terminology such as “mission”, “goals”, “objectives”, “outcomes”, etc. but lacking in a consensus on a precise meaning of each of these terms. Part of the difficulty stems from changes in approaches to education – shifts from objective-based, to competency-based, to outcomes-based, etc. education have taken place over the years with various champions of each espousing the benefits of using a different point of view. The Outcomes Pyramid shown below presents a pictorial clarification of the hierarchical relationships among several different kinds of goals, objectives, and outcomes that appear in assessment literature. The 'pyramid' image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward. The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction. Outcomes Pyramid Definitions Objectives