Seven assumptions of the model. 1. Focus on learning and change. 2. Recognition of the non-sequential nature of the planning process. 3. Discerning the importance of context and negotiation. 4. Attending to pre-planning and last-minute changes. 5. Honoring and taking into account diversity and cultural differences. 6. Accepting that program planners work in different ways. 7. Understanding that program planners are learners
Florida,R (2002)The Rise of the Creative Class: And how it's transforming work, leisure, community and everyday life.< Basic Books
Web resources. Are the same ones available in China?
Cross-cultural issues. Power-distance ratio
Understanding what is meant by "adult learners"
Understanding of what is meant by learning. Lots of different theories., Bloom's Taxonomy
Differing motivations, Autonomy, master, purpose Deci and Ryan, Flow, ROWE
Program objectives derived from Agreement document attached as a link to this node.
Strategies for adult education in vocational technical programs in the United States (Teaching Philosophy/Ideology, curriculum development, overview of teaching/learning strategies/determining that learning has occurred, etc).
Philosophy, methods and approaches in vocational education
Teaching Methods (Lectures, On-line, hands-on, repetitive learning exercises, on-the-job-training strategies, developing Communities of Learners, Coaching Strategies, etc)
Developing teacher education programs for use in Shaanxi Province – Assuring Educational Effectiveness, Common issue of concern: Issue of major concern for North American scene the quality of teacher education programs. See the report on this link that discusses 9 criteria for judging teacher ed program quality., Purpose: goals reflect the needs of today's teachers schools and children. Success tied to student learning in the classrooms., Curricular Coherence: organized to teach the skills and knowledge needed by teachers at specific types of schools and at various stages of careers., Teaching is not necessarily a one-size fits all thing. If you are competent to teach K-12 does not mean that you are competent to teach adults and vice versa, Curricular Balance: between theory and practice, Faculty Composition: academics and practitioners who are expert in teaching, up to date and productive,, Admission: standards designed to recruit potential teachers with the capacity and motivation to become successful teachers., Graduation standards, Need greater supervision over certification and perhaps automatic recertification?, Research is high quality, practice driven and useful to practitioners and policy makers, Finances are adequate, Assessment: Program engages in continuing self-assessment and performance improvement.
Demonstrate acquired knowledge by teaching the learned materials to the class
Demonstrate that they can apply the learned materials and methods by developing a similar course that can be taught in their schools in China
Online learning and virtual Instruction, Free range projects, LMS, Moodle rooms, Translation
See Haskel for three levels of transfer of learning. Non-specific-based on previous knowledge Application transfer-applying what one has learned to a specific situation Contextual transfer.Learing applied across contexts Near transfer-applying learning to similar contexts Far transfer-wehere situations are significantly different displacement or creative transfer.
Program participants, program design and execution, program content, changes required to apply learning, organizational context, community and societal forces
Online web resources, F2F instruction, Web-based contact.
See Haskel's (1998, 2001) Eleven principles for facilitating transfer.
Individual learning plans
Job rotation, guided internships
One-legged conference, brief conversations
Portfolios, blogs, wikis
Follow up sessions
11 Elements of Systematic Evaluation= Element>Operational Guideline>example Cafferella (2002) pp. 231-234
Moodle discussion forums offer systematic evaluation of contribution that is defined in a rubric and scored if required for grading, Discussion forum subject line must contain, must clearly identify the main theme of your comment, reader must be able to discern main idea from subject line, Discussion forum comment field must contain, accuracy=, novelty=add something new, informative, relevant, copy and paste must have citation, contribute to the academic atmpshere +/-
The highly anticipated second edition of Understanding by Design poses the core, essential questions of understanding and design, and provides readers with practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The book proposes a multifaceted approach, with the six “facets” of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding. The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts. The authors have successfully put together a text that demonstrates what best practice in the design of learning looks like, enhancing for its audience their capability for creating more engaging and effective learning, whether the student is a third grader, a college freshman, or a faculty member. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
1. Identify desired results
2. Determine Acceptable Evidence
3. Plan Learning experiences