によって Kat Madison 12年前.
1909
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Motivate
engage
Manage
Workshops for training
new innovations
Constant changes
eduction research
education theory
leadership
effective teaching
Strategic planning
Pedagogical knowledge
understanding of the learning process
Content knowledge
knowledge of the facts, principles and methods within the discipline
professional
Academic
Social
Identify curriculum access points
Product
Balanced assignments
Student selected projects
Homework options
Offer student choice to reflect learning style and interest
Teacher assigned
learning contracts
Variety of assessment
Ongoing
interactive process
Summative
evidence of student learning
evalluates content learned
Formative
Journal/portfolio
Feedback to improve learning
redirect instruction
plan instruction
Process
Establish learning stations
independent learning activities
Inquiry based
Establis activities to target all learners styles
Provide access to variety of material
flexible grouping
Content
Choose Broad instructional concepts and skills for understanding at various levels of complexity.
Frame assignments into sequential managable parts
Use variety instructional delivery methods
Encourage thinking on various levels of Blooms Taxonomy
Pre-test
Multple means of
Representation
Engagement
Expression
formative assessment
Identifies misconceptions
Identifies weakness
Required assignments
Observation and reflection
Demonstration of competancy
bookshelves
computers
desks
groups/regroups
Transformation
theory of learning
develop
Teamwork
Communication skills
Clinical PBL
encourage
self appraisal
self directed learning
Active learning
Case Based Instruction
Active learning and reflecting
integrate skills and knowlege
Scenerios or situations
Professional setting
Safety
Patient care
Ethics
Ven Diagrams
compare and contrasts
Graphic organizer
Represents complex relationships
Promotes problem soling skills
Promotes critical thinking
Learning Contracts
Learning expectations
Students take more responsibility
What a learner will achieve
Self evaluations
Journal/Portfolio
Empowers students in control
Students identify strengths and weaknesses
evaluate progress
Progress evaluations
Clinical logs
Locate resources
Set goals
idependent learning
Assist students in applying knowlege
low level questioning does not promote critical thinking
Key Part to Blooms Taxanomy
Progression of active thinking and assimilating information
Aimed at higher cognitiv skills
Evidence base of higher levels of learning
empowered to critically think; process, analyze, synthesize, criticize, apply and solve problems.
tiered actions to demonstrate higher leveles of thinking
Sequence learning outcomes
Problem solving
Desicsion making
Develop critical thinking
Incorperate active participation in group discussion
Encourage smalle group or partners
Ability to cover large amounts of information
passive learning
Final assessment
criterion referenced
Assessment durring learning
Performance-based assessmenet
rubric
Pre-assessment
Learning style
Content knowlege base
Interest survey
Identify Standards
Student should perform
Students should learn
