B & A Project
-
Upload
adams-state-college -
Category
Documents
-
view
294 -
download
0
description
Transcript of B & A Project
Task 2
Evidence of Competencein the
Integrated Course Objectives
Applying principles ofmultimedia learning
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
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
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
ApplyingVisual Elementsof Instruction
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
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
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
Designing for Standards-Based Instruction
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
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
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
Apply Guidelines for Curriculum Design and Delivery
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
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
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
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