EDUC-1092 Week Three (eTV)
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EDUC-1092 – Day Three Course Implementation Winter, 2015 Recall: Theoretical Perspectives Apply: Knowledge on Differentiated Learning Create: Artifact to show evidence of learning RZP 1 Source: CI course outline outcomes RRC modified by RZP for CI eTV Winter, 2015 Images courtesy of ClipArt.
Transcript of EDUC-1092 Week Three (eTV)
EDUC-1092 – Day ThreeCourse Implementation Winter, 2015
Recall: Theoretical Perspectives
Apply: Knowledge on Differentiated Learning
Create: Artifact to show evidence of learning
RZP
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Source: CI course outline outcomes RRC modified by RZP for CI eTV Winter, 2015Images courtesy of ClipArt.
THIRD WEEK
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REVISIT, UNDERSTAND, DISCUSS: • Theories: Social Development, Social Learning, 21st
Century Skills• Theorists: Vygotsky, Bandura, U.S. Department of
Education et al.
RECALL, APPLY, CREATE:• Collaborate on research / discuss• Apply knowledge / create• Present artifact / explain
(Presentation by onsite/remote area participants based on Discussion Forum post)
Source: http://www.learning-theories.com/Learning.Therories.com: Knowledge Base Webliography
THEORETICAL PERSPECTIVES
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SOCIAL DEVELOPMENT (Vygostky 1896-1934)• ‘social interaction precedes development’• ‘consciousness and cognition are the end product of socialization’
SOCIAL LEARNING (Bandura 1925- age 90)• ‘people learn from one another by observing, modeling’• ‘attention, retention, reproduction, motivation – necessary’• ‘self-efficacy is the belief in one’s capabilities’
21st CENTURY (U.S. Dept of Ed. et al.)• ‘readiness, digital literacy, work-life skills required by learners’• ‘P21 Framework for curriculum development, assessment, etc.’
Source: http://www.learning-theories.com/Learning.Therories.com: Knowledge Base Webliography
GROUP WORK
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• What are the criteria used to assign groups?
• What is the purpose of group work?
• How do members divide the tasks?
• How do members evaluate one another?
PROFESSIONAL DEVELOPMENT- LIFELONG LEARNING -
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Which format do you prefer and why?
• Webinar, course
• Conference, symposium
• Conversation with colleagues
• Article, research, book
LESSON PLAN: Differentiated Learning
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By the end of this lesson, you should be able to:
• Remember information about D.L.
• Understand readiness, interest, learning modes
• Apply information in your lesson planning
• Analyze content, process, product, environment
• Evaluate delivery, reflect on performance
• Create better instructional tools
Source: http://www.nwlink.com/~donclark/hrd/bloom.htmlBloom’s Taxonomy Source: http://www.caroltomlinson.com/Carol Tomlinson on Differentiated Instruction
How often do you revisean old plan?
COURSE OUTLINE
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• How do we design one?
• How can we make it relevant?
• How can we use it as a resource*?MyCourse
My Course
*Group/pair work:-explain assignments-identify key dates-analyze tasks-evaluate process-create artifact
PORTFOLIO
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Where can I read about it?
Who can help me get started?
How many items should we include?
What format should we use?
Why should we have to create one?
ePortfolio
EDUC-1092
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Introduction ✓
Key Terms ✓
Two Teaching Approaches ✓
Differentiated Learning ✓
PD/Lifelong Learning April 16
Lesson Plan April 23
Course Outline April 30
Portfolio May 07
EDUC-1092 – THIRD CLASSCourse Implementation Winter, 2015
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Questions?Concerns?Requests?
