Rough
Draft
The development of instructional
materials in quick, inexpensive media formats for formative tryouts.
This
slide share focuses on alternative assessments, with emphasis on electronic
portfolios. It gave me view of different kinds of Assessments which can be
included in portfolios.
This website focuses on Literature
based instruction, which allows students a different want to respond to
literature.
This website focuses on how teachers use
criterion-referenced tests to determine what specific concepts a child has
learned.
Rapid
Prototyping
In software development it is also
called rapid application design (RAD) and is the process of using prototype
approximations of a software design in order to test whether the application
meets the design specifications. (Dick & Carey, 2005, p. 366)
This website focuses on the “No Child Left Behind “
and how the state uses assessments to teaching students the knowledge and
skills defined by the content standards.
This website focuses on how teachers use
criterion-referenced tests to determine what specific concepts a child has
learned.
This website focuses on how teachers use
criterion-referenced tests to determine what specific concepts a child has
learned.
Instructional
Materials
include all forms of instructions
such as instructor's guides, student modules, overhead tranparencies,
videotapes, computer-based multimedia formats, and web pages for distance
learning. (Dick & Carey, 2005, p. 7)
This website focuses on how teacher
use Instructional
methods to create learning environments and to specify the nature of the
activity of a student’s ability to learn.
This website focuses on Literature
based instruction, which allows students a different want to respond to
literature.
This website focuses on how teacher
use Instructional
methods to create learning environments and to specify the nature of the
activity of a student’s ability to learn.
SCORM
Acronym for Sharable Content Object
Reference Model. SCORM is a series of e-learning standards for ensuring
interchangeability of course objects within SCORM compliant course management
systems. (Dick & Carey, 2005, p. 366)
This website focuses on how teachers use
criterion-referenced tests to determine what specific concepts a child has
learned.
This website focuses on how teacher
use Instructional
methods to create learning environments and to specify the nature of the
activity of a student’s ability to learn
This website focuses on how learning
materials for Instructional materials are created in learning
environments and to specify the nature of the activity of a student’s ability
to learn.
Pre-Instructional Activities
Pre-Instructional Activities
techniques used to provide the following three events prior to delivering
instructional content (1) get the learner’s attention: (2) advise them of the
perquisite skills for the nit and (3) tell them what they will be able to do
after the instruction.
This website focuses on how teacher
use Instructional
methods to create learning environments and to specify the nature of the
activity of a student’s ability to learn.
This website focuses on how teacher
use Instructional
methods to create learning environments and to specify the nature of the
activity of a student’s ability to learn.
This website focuses on the “No Child Left Behind “
and how the state uses assessments to teaching students the knowledge and
skills defined by the content standards.
LiveBinder
Conceptual Framework Model - Developing Instructional Materials
According to the shared vision in the Conceptual Framework Model, the
purpose of the College of Education is to provide coherence for initial and
advanced programs of teachers and other professional. Their focus is on the theme “Educator as
Decision Maker,” who must be a reflective practitioner, a change agent, and a
lifelong learner. This means that
educators must continually reflect on their practices and seek opportunities to
grow professionally. They must also take
initiative to make changes by sharing their vision and practice with others to
improve future change to create lifelong learners. The framework reflects the mission and the
goals of the university to help students develop intellectual abilities, to be
creative and reflective, as they remain lifelong learners.
The framework consists of four components. The first component, which it the outer
circle, represents the prior knowledge and skills that students bring with them
as they begin their educational journey.
As students become actively engaged in learning new ideas and skills,
they relate it to their prior knowledge to become teachers that are more
effective. These new ideas, practices
and resources can help them implement changes to help them succeed in the
classroom and provide them with new ways to interact with their students. This prior knowledge serves as the foundation
for learning at the university.
The second component represents the setting or the
place where the training of the educator will take place. This component examines knowledge and
ability, application through experience, and professional values and
dispositions. The candidate takes
classes that train them to become professionals. They become lifelong learners by working with
others staff members. This means they are open to learn new ideas and learning
skills that will keep them up to date with all the ever-changing learning
opportunities in the world today.
The
third component represents decision-making terms. These terms include planning, predicting,
implementing, reflecting, evaluating, and revising. Students improve their knowledge and skills
as they plan where they want to begin.
They select and implement their plans as they learn and become decision
makers. They become reflective
practitioner as they continually evaluate their choices and others in the
learning community. This evaluation
leads to change and revising the plans or start all over again. The decision-making cycle represented by
rotating arrows, that is continuous and promotes professional growth.
The
fourth component represents the outcome context that and all the other
components lead to one goal, the development of the educator. The educator is and informed and responsible
decision maker. The decision-maker
described as a reflective practitioner, a change agent, and a lifelong
learner. A reflective practitioner can
be important in the professional setting where someone is learning from his or
her own professional experiences. They also look for opportunities to grow
professionally. Learning takes place all
the time and in all places. As lifelong learners, we continue to build
knowledge throughout our life as an educator.
Learning takes place all the time and in all places.
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