B & A Project

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Task 2 Evidence of Competence in the Integrated Course Objectives

description

This project shows how I have developed my skills in the four major objectives.

Transcript of B & A Project

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Task 2

Evidence of Competencein the

Integrated Course Objectives

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Applying principles ofmultimedia learning

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Applying principles ofmultimedia learning

Too much text per slide during presentations

No cueing All “teacher-talk time”

One concept per slide Cueing using arrows

and colors Designing visuals to be

working examples Allowing for

brainstorming Job aids

Before After

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Evidence of principles of multimedia learning

Steps of worked examples presented slide-by-slide for near-transfer tasks (taking notes on index cards, making a word square)

Use of job aids and interactive brainstorming in the primer for the final vocab writing project

Cueing for student attention in index card and word square projects

Following up presentations with practice in all projects

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Tips for multimedia learning

Use reds and yellows to focus attention on important details

Use arrows and variations in font to point to key concepts

If possible, let students control the speed of instruction

Give examples, and follow them with practice activities

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ApplyingVisual Elementsof Instruction

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ApplyingVisual Elementsof Instruction

Aesthetic visuals Text of one style and

color Little connection

between text and visuals

No cueing

Integrating text with visuals

Worked examples, slide-by-slide with cueing

Using pictures to build mental models

Before After

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Evidence of Applying Visual Elements of Instruction

Use of blank space to prevent cognitive overload in web sources job aid and all instructional PowerPoints

Worked example of word circle as a form of differentiation

Use of colors, font variations, and arrows to cue students

Use of student-drawn pictures in word squares

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Tips for adding visual elements

Choose visuals that help accomplish objectives Use blank space on screens/pages to prevent

cognitive overload Help students build mental models through pictures Never underestimate the power of blank space

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Designing for Standards-Based Instruction

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Designing for Standards-Based Instruction

Using standards as learning objects

Frontloading instruction Including four standards

in one unit

Designing mini-units and mini-lessons

Creating learning objects and objectives based on standards

Using primary and secondary learning objects

Before After

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Evidence of standards-based instruction

Backloading for standards-based instruction in the vocab unit for “The Odyssey”

Basing the “book sources” unit plan on objectives that focused on primary and secondary learning objects

Bringing standards and learning objects together in the final assessment for the vocabulary unit

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Tips for standards-based instruction

Create learning objects based on standards Backload curriculum design to guarantee that

instruction focuses on learning objects and objectives

Follow standards indicated by school and district as well as state

Use standards as a tool for planning

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Apply Guidelines for Curriculum Design and Delivery

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Apply Guidelines for Curriculum Design and Delivery

Frontloaded curriculum design

Improper alignment of written, tested, and taught curriculum

Using backwards design Designing thorough unit

plans that align taught curriculum with written and tested curriculum

Before After

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Evidence of following design and delivery guidelines

Annotated guide explaining design in “book sources” lesson plan and vocab unit plan

Each piece of submitted evidence has clear outcomes for student learning

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Tips for Curriculum Design and Delivery

Use backwards design because it allows for easier alignment of tested, taught, and written curriculum

Adhere to the curriculum you are given

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Conclusion

Evidence of adherence to principles of curriculum design and delivery

Proof of student- and learning-friendly visuals Demonstration of teaching through multimedia Validation of standards-based instruction