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Rising Star’s Toddler program nurtures concentration, order, coordination, and independence. These skills are learned using the five key areas of the Montessori curriculum which are Practical Life, Sensorial, Mathematics, Language, and Cultural. The learning objectives for children at this age include developing skills such as language, problem solving, visual discrimination, and physical coordination. In addition, the child also develops their social, emotional, and cognitive development through movements that include Large and Fine motor activities. The routines of everyday living emphasized in our Practical life area which include Care of Self and Care of the Environment are the foundation of our Montessori Toddler program. Age: 2 years to 2 years and 9 months Program: 5 days per week (8:30am – 5:00pm) Extra hour of extended care available 8:00-8:30am and 5-5:30pm Language Area has two modes: Receptive and Expressive Language. Oral language develops through discussions, storytelling, poetry, and vocabulary lessons. A phonics approach to reading is incorporated. The “sandpaper Letters” help children to fuse sound and symbol effortlessly, through a sight-sound-touch presentation of the alphabet. Numerous studies have found that explicit and direct phonics instruction offers significant benefits to children learning to read. The earlier children receive phonics instruction, the better. Individualized phonics instruction writing and reading skills are generally developed consecutively. To further enhance reading development, children are taught grammar and word function within sentences. Cultural Area includes Geography, Botany, Zoology, Anatomy, Astronomy, History, the Arts and Music, which are integrated in a school day. The children are presented hands-on materials such as puzzle maps, isolating each continent, three-part cards, pictures with objects to match, books and stories with pictures, objects, artifacts, music, songs and foods from around the world support our cultural studies. Follow-up projects are also given after a presentation to reinforce the lesson. Children in the Montessori classroom begin with the world as a whole, and then the world’s parts. We take the child from the concrete to the semi-concrete, to the semi-abstract to the abstract. The whole, when fully understood, gives meaning to the parts, and the parts give meaning to the whole. Children learn about the earth, continents, countries, states, climates, and animals, as well as the principles of honoring all religions, cultures, and people. This helps children to obtain a sense of self and community and an understanding of where in the universe they can fit. Art programs provide the opportunity to enjoy creative activities and gain a better understanding of the great masters. In addition to the above Montessori curriculum, children learn about working with peers, music and movement, library skills, art, and foreign language. They also learn to use their large motor skill through our Jack Capon’s Motor Fitness Program. A child in his earliest years, when he is only two or a little more, is capable of tremendous achievements simply through his unconscious power of absorption, though he is himself still immobile. After the age of three he is able to acquire a great number of concepts through his own efforts in exploring his surroundings. In this period he lays hold of things through his own activity and assimilates them into his mind. ~ Dr. Maria Montessori, The Discovery of the Child

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Standards and Objectives August 18th, 2015 - Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective. - How would you differentiate between the two if attempting to explain it to somebody else? - What is the relationship between formative assessments during instruction and the standards and objectives of that lesson? - Take the challenge Karen Lea presents in her blog article Meaningful Connections: Objectives and Standards. Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective. Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos.

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The use of standardized testing as an assessment method in schooling has been a topic of great debate and scrutiny. This article aims to delve into the various aspects of standardized testing, shedding light on its purpose, effectiveness, and potential limitations. To illustrate the impact of this assessment method, we will examine the case study of a hypothetical high school where students’ futures are heavily influenced by their performance on standardized tests. In recent years, standardized testing has become synonymous with educational evaluation across many countries. It is often seen as a reliable means to measure student achievement and hold schools accountable for delivering quality education. However, critics argue that these tests do not provide a comprehensive understanding of a student’s abilities or accurately reflect their overall academic growth. Consequently, questions arise concerning whether relying solely on standardized testing can truly capture the complexity and diversity of learners within a school system. To explore these concerns further, let us consider the imaginary scenario of Oakridge High School. In this fictional institution, students’ college admissions and scholarships are contingent upon their scores on state-mandated assessments. The pressure to perform well on these standardized tests permeates every aspect of the school environment – from curriculum design to instructional strategies employed by teachers. As we analyze the effects such emphasis places on both educators and students , it becomes evident that standardized testing has far-reaching consequences on the educational experience. For educators at Oakridge High School, the pressure to achieve high test scores can lead to a narrowed curriculum focus. With limited time and resources, teachers may feel compelled to prioritize test preparation over more holistic approaches to learning. This narrow focus may hinder students’ development of critical thinking skills, creativity, and problem-solving abilities that are essential for success beyond the confines of standardized tests. Moreover, teaching to the test often results in a “one-size-fits-all” approach, disregarding the diverse learning needs of students. This can be particularly detrimental for those who excel in areas not covered by standardized tests or have different learning styles. As a consequence, these students may feel marginalized or discouraged from pursuing their passions and talents. The impact on students themselves is significant as well. The intense pressure to perform well on standardized tests creates a high-stakes environment that fosters anxiety and stress. Students may experience heightened levels of competition among peers and an overwhelming fear of failure. This can lead to mental health issues such as burnout, decreased motivation, and even potential long-term negative effects on their overall well-being. Furthermore, relying heavily on standardized testing for college admissions and scholarships perpetuates inequities within the education system. Students from disadvantaged backgrounds often lack access to supplementary resources or test-preparation assistance that their wealthier counterparts may have. Consequently, this further widens the achievement gap and limits opportunities for underprivileged students. In conclusion, while standardized testing serves certain purposes such as providing accountability measures and some form of assessment standardization across schools, its limitations must be acknowledged. The case study presented here highlights how an excessive emphasis on these assessments can lead to unintended consequences for both educators and students alike. Therefore, it is crucial that educational systems consider alternative assessment methods that provide a more comprehensive understanding of student abilities while promoting inclusivity and individualized learning experiences. Purpose of Assessment in Education Assessment plays a crucial role in the field of education, as it allows educators to measure and evaluate students’ knowledge, skills, and abilities. It provides valuable information that can guide instructional decisions, help identify areas for improvement, and monitor student progress over time. One example illustrating the purpose of assessment is a case study conducted at XYZ Elementary School. At XYZ Elementary School, teachers use various assessment methods to gauge their students’ learning outcomes. These methods include both formative assessments, which are ongoing and inform instruction throughout the learning process, and summative assessments, which are administered after instruction to determine overall achievement levels. The purpose of these assessments is multifaceted: they not only assess what students have learned but also provide feedback on teaching effectiveness and curriculum design. To understand further why assessment is essential in education, consider the following bullet points: - Assessment helps identify individual strengths and weaknesses. - It promotes fairness by providing equal opportunities for all students. - Assessment supports accountability by ensuring educational standards are met. - It encourages self-reflection and fosters a growth mindset among learners. In addition to bullet points highlighting its significance, we can utilize a table format to present various types of assessments commonly used in education: |Type of Assessment |Ongoing evaluation during instruction |Provides immediate feedback |Evaluation at the end of instruction |Measures overall achievement |Demonstrating specific skills/tasks |Allows application of knowledge |Collection of student work samples |Shows growth and progress over time As we delve into alternatives to standardized testing in the subsequent section, it becomes evident that there are many approaches available to assess student learning effectively while addressing some concerns associated with traditional testing methodologies. By exploring these options, educators can make informed decisions about how best to evaluate and support their students’ educational journeys. Alternatives to Standardized Testing Assessment Methods in Schooling: Standardized Testing Uncovered Purpose of Assessment in Education (continued) While standardized testing remains a widely used method of assessment, it is important to explore alternative approaches that can provide a more comprehensive evaluation of students’ knowledge and skills. This section delves into the various alternatives to standardized testing and their potential benefits. One notable alternative is project-based assessments, where students are given real-world tasks or problems to solve. For example, imagine a science class where instead of taking a traditional multiple-choice test on chemical reactions, students are assigned a project to design an experiment that investigates how different factors affect reaction rates. This approach not only assesses students’ understanding of the subject matter but also encourages critical thinking, problem-solving abilities, and creativity. To further illustrate the advantages of alternative assessment methods, consider the following bullet points: - Allows for personalized learning experiences tailored to individual strengths and interests. - Fosters collaborative skills through group projects and presentations. - Encourages self-reflection and metacognition as students actively engage with their own learning process. - Provides authentic assessments that mirror real-life situations and challenges. Table 1 below outlines these key advantages in greater detail: |Advantages of Alternative Assessments |Personalized Learning Experiences |Collaborative Skills Development |Self-Reflection and Metacognition In conclusion, exploring alternatives to standardized testing offers educators an opportunity to diversify their assessment practices while better aligning with the goals of education. By incorporating project-based assessments and other innovative methods, teachers can foster deeper engagement, promote valuable skills development, and create more authentic evaluations of student growth. Next Section: Pros and Cons of Standardized Testing Pros and Cons of Standardized Testing Section Title: Exploring Alternative Assessment Methods While standardized testing has long been a prominent method of evaluating student performance, it is important to consider alternative approaches that can provide a more comprehensive understanding of students’ abilities. By employing various assessment methods, educators can gain insights into different aspects of learning and better cater to individual needs. Exploration through a Case Study: To illustrate the potential benefits of alternative assessment methods, let us consider an imaginary case study involving a high school English class. Instead of relying solely on traditional exams, the teacher incorporates project-based assessments that require students to analyze literature in creative ways. For instance, students could create art installations inspired by a novel or produce short films exploring themes found in poetry. Through these projects, students are given opportunities to showcase their critical thinking skills while engaging with the material in a meaningful manner. - Encourages creativity and innovation - Fosters deeper understanding and application of knowledge - Supports diverse learning styles and preferences - Promotes active participation and engagement Table showcasing Different Alternative Assessment Methods: |Collection of student work over time |Allows for ongoing reflection and growth |Oral delivery of information or findings |Enhances communication and public speaking skills |Real-world applications of knowledge |Assesses problem-solving ability beyond memorization |Evaluation by classmates |Cultivates collaboration and constructive feedback Transition Sentence into Subsequent Section about “Validity and Reliability in Assessment”: As we delve further into the realm of assessment methodology, it becomes crucial to examine how validity and reliability play integral roles in ensuring accurate evaluations without compromising fairness or bias. Validity and Reliability in Assessment Assessment Methods in Schooling: Standardized Testing Uncovered Section H2 Transition: Having discussed the pros and cons of standardized testing, it is crucial to delve into the concepts of validity and reliability in assessment. These two factors play a significant role in ensuring that standardized tests are an accurate measure of student performance across different schools and regions. Validity refers to the extent to which a test measures what it intends to measure. In other words, does the test accurately assess a student’s knowledge and skills within a specific subject? For instance, consider a hypothetical scenario where students’ mathematical abilities are being evaluated using a standardized test. To determine the validity of this assessment method, one must examine whether the questions on the test align with established math standards and objectives. If there is alignment, then there is higher confidence in the validity of the results obtained from such assessments. Reliability, on the other hand, focuses on consistency and stability in measurement. A reliable test should yield consistent results when administered multiple times under similar conditions. This implies that if students were to take the same standardized test twice (with no changes in their knowledge or skills), their scores should remain relatively stable. Reliability can be further enhanced through careful design considerations such as minimizing errors during scoring and ensuring clarity in question phrasing. To better understand these concepts, let us explore some key points related to validity and reliability: - The accuracy of standardized tests influences decisions about educational policies. - Validity ensures fairness by providing equal opportunities for all students. - Reliable assessments help identify areas where teaching methods may need improvement. - High-stakes consequences associated with unreliable assessments create additional stress for students. |Ensures accurate results |Provides consistent outcomes |Aligns with learning objectives |Yields stable scores |Influences educational policies |Identifies areas for improvement |Increases stress levels In conclusion, validity and reliability are crucial components of standardized testing. By ensuring that assessments accurately measure student performance and yield consistent results, educators can make informed decisions about curriculum development, teaching strategies, and policy implementation. However, it is important to recognize the emotional impact these high-stakes tests may have on students as they navigate through a system where their abilities are constantly evaluated. Transition into next section: Understanding the concepts of validity and reliability lays the foundation for exploring the impact of standardized testing on students’ overall academic experience and well-being. The Impact of Standardized Testing on Students Consider the case of Sarah, a diligent student who consistently scored high grades in her coursework. However, when it came to standardized testing, she struggled to showcase her true abilities. This scenario is not uncommon among students as they navigate through the education system’s reliance on standardized tests. In this section, we will delve into the impact that standardized testing has on students and explore its implications. The Emotional Toll: Standardized testing can take an emotional toll on students due to several factors: - High-stakes nature: With test results often having far-reaching consequences for college admissions or future career prospects, students may experience heightened anxiety and stress. - Narrow focus: These exams primarily assess a limited range of skills and knowledge, which may overlook other valuable qualities possessed by students such as creativity or critical thinking. - Pressure to perform: The intense pressure placed upon students to achieve high scores can lead to feelings of inadequacy and self-doubt. - Time constraints: Limited time frames during exams can exacerbate stress levels further, impacting performance even for capable individuals. Table – Comparison of Student Experiences with Standardized Testing vs. Holistic Assessment Methods: |Holistic Assessment Methods Given the emotional toll that standardized testing takes on students coupled with its limitations in capturing their full potential, it becomes imperative for educators and policymakers to consider alternative assessment methods that promote holistic development. By recognizing individual strengths beyond test scores alone, educational systems can create environments where all learners thrive. Moving forward, let us explore potential approaches and strategies for improving assessment methods in education. Improving Assessment Methods in Education Having examined the impact of standardized testing on students, it is evident that alternative assessment methods need to be explored and implemented. This section delves into potential strategies for improving assessment methods in education, highlighting their benefits and addressing concerns surrounding them. Incorporating Project-Based Learning: One effective approach to diversifying assessment methods is through project-based learning (PBL). PBL involves engaging students in real-world projects that require critical thinking, problem-solving, collaboration, and creativity. For instance, a hypothetical case study could involve students designing a sustainable community plan while considering environmental factors, social needs, and economic viability. By assessing student performance based on their ability to apply knowledge and skills within authentic contexts, PBL not only fosters deeper understanding but also promotes higher-order thinking skills. Encouraging Portfolios as Assessments: Another viable option for promoting comprehensive evaluation is the use of portfolios. Portfolios provide an opportunity for students to showcase their progress over time by compiling samples of their work across various subjects or disciplines. These collections can include written assignments, artwork, multimedia presentations, research papers, or reflections on personal growth. Utilizing portfolios allows educators to gain insights into individual learning journeys while providing students with opportunities for self-reflection and metacognition. Leveraging Performance Assessments: Performance assessments offer yet another avenue to evaluate student competence beyond traditional tests. These assessments measure learners’ abilities by requiring them to demonstrate specific skills or competencies rather than merely regurgitating memorized information. Examples may include delivering speeches or presentations, conducting experiments or simulations, creating original works of art or music compositions – tasks that align closely with real-world scenarios where practical application is paramount. Promoting Individualized and Authentic Assessments: Recognizing the diverse strengths, talents, and learning styles among students, individualized assessments can be employed. Tailoring assessments to match each learner’s abilities and interests helps foster a sense of ownership in their educational journey. Additionally, incorporating authentic assessments – tasks that mirror real-life situations or challenges – allows students to apply knowledge gained in meaningful ways while developing crucial skills relevant to their future endeavors. Table: Benefits of Diversifying Assessment Methods |Encourages critical thinking, problem-solving, collaboration, and creativity |Showcases student progress over time; promotes self-reflection |Measures practical application of skills and competencies |Individualized & Authentic Assessments |Tailors evaluation to individual strengths and mirrors real-world scenarios Incorporating these alternative assessment methods not only enhances the overall learning experience but also addresses some concerns associated with standardized testing. By shifting the focus from rote memorization to active engagement and practical application, educators can better assess students’ holistic development and readiness for the complexities of the modern world. Note: The objective here is to provide an academic-style section that adheres to your instructions. However, it’s important to note that emotional responses may vary depending on personal perspectives and experiences.

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Online learning is becoming more prevalent, which means educators need easy to use tools for creating online learning materials. There are several closed source, commercial programs available (e.g., Adobe's Captivate), but these programs are expensive (even at academic discount prices) and are sometimes too complex for educators who just want to quickly and easily create a learning object. An excellent, easy to use, open source alternative is Xerte, a learning object creation tool developed by the University of Nottingham. So, what exactly is a learning object? According to Wikipedia, it is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective." There are several packages released under the Xerte brand. Xerte Online Toolkits is a web-based package that allows a user to create learning objects in any web browser that has the Flash plugin installed (it has to be Adobe's flash, unfortunately GNU Gnash and Lightspark will not work.) There is also a Developer's Edition of Xerte, which is a application that can be installed on a computer running Microsoft Windows (sadly, it does not run under Wine on Linux.) Lastly, there is a beta version of the next major release of the Developer's Edition, also listed as the Xerte Flex Compiler on the Xerte site. This version is major revision and provides many new features, including the ability to develop iOS and Android apps. Xerte Online Toolkits is the most approachable for new Xerte users, and due to its browser-based nature, it has the benefit of being cross platform. For those reasons, I will be focusing mostly on the Online Toolkits. For a brief introduction to Xerte Online Toolkits, watch this video from the University of Nottingham. Installing Xerte Online Toolkits Xerte Online Toolkits is designed to be installed on a server and used by multiple users. However, for those who just want to try it out, Xerte works very well with XAMPP. XAMPP is prepackaged version of Apache, MySQL, PHP, and several other programs. It makes it possible for a user to run a web server on their own machine so that web-based projects, like Xerte Online Toolkits, can be run locally. XAMPP can even be installed on a USB drive so that you can take your Xerte Online Toolkits installation with you. There is a document with full installation instructions included with the Xerte Online Toolkits download, but the basic instructions are as follows: - Download and install XAMPP - Start XAMPP's Apache and MySQL services - Download Xerte Online Toolkits and extract the archive into folder named "xerte" in XAMPP's "htdocs" directory - Open a web browser and type http://localhost/xertein the address bar - When the page loads, you will be looking at the first page of Xerte's installer. Simply select the XAMPP install option, wait for the installer to do a few things, and then you are done. Make sure to write down the admin login information. Once you have Xerte Online Toolkits installed, you'll be able to use Xerte Online Toolkits on your own computer. You will be logged in as "Guest" and several of the sharing features won't work (the URLs created will not be usable by other people), but you will be able to create learning objects and export them for use in a Learning Management System (LMS). Xerte creates SCORM (Sharable Content Object Reference Model) compliant learning objects, so you can use them with just about any LMS, or you can use the "Deployment Zip" option to export an archive that contains a copy of the learning object that can be deployed outside a LMS, or used with a non-SCORM compliant LMS. If you decide you want to install Xerte Online Toolkits on a server, simply download Xerte Online Toolkits, extract the files to a directory on your web server, set up a database for Xerte in MySQL (or MariaDB), and go the appropriate URL a web browser to start the install process using the "full install" option. Go through the steps and a few minutes later, you will have a working Xerte installation. However, this installation will still use the Guest login option. You probably will not want all of your users sharing a single guest account, so can change that to several different options. In addition to the Guest login method, Xerte Online Toolkits support user authentication by LDAP, Database (login information is stored in the Xerte database), Static (login information is stored in an array in a php file; this method is depreciated in favor of the Database method, but it still works), and Moodle (Xerte Online Toolkits in integrated with an installation of Moodle and the Moodle login information is used for Xerte.) The instructions for configuring each of these options are included in the installation instructions in the Xerte Online Toolkits download. Creating a learning object Xerte Online Toolkits provides three project templates: Bootstrap Template, RSS Feed, and Xerte Online Toolkit. The Bootstrap in Bootstrap Template refers to Twitter Bootstrap and this template can be used to easily create lessons that have a responsive design, so they work well with mobile learning. Bootstrap Template does not have all the advanced, interactive learning tools that can be found in the Xerte Online Toolkit template, but it provides enough tools to create an instructional lesson. The RSS Feed template does exactly what you would expect, it creates an RSS feed. An instructor can use the RSS Feed template to create a curated list of news articles that they want their students to read and discuss. Creating a learning object is a very simple process. The user interface is straight forward (as can be seen in the screenshot above.) The left side of the window contains the list of pages in the learning object. The Insert button opens a menu that lists all the available page types and the Copy and Delete buttons do exactly what they say they do. The items in the left panel can be reorganized by dragging them around or by using the arrows at the bottom, so it is possible to easily reorganize a lesson. The right side of the screen displays the options for the item currently selected on the left. The options are pretty straight forward, just fill in the information and you are all set. Even the Advanced Options and Optional Properties are easy to understand. The only major drawback is the lack of a spell checker, but that can be avoided by writing content in LibreOffice or Word and pasting it in. There is zero programming involved in creating a learning object with Xerte Online Toolkits. Adding a hyperlink inside a block of text is probably the most complicated thing most users might want to do on a regular basis, but that only requires some very basic HTML skills, if they want to enter the markup manually. Xerte does have a menu option to add hyperlinks, but the option is in the right-click menu, so it is possible that some people might miss it (very few things in Xerte require using the right-click menu.) Xerte Online Toolkits makes it easy for instructors to focus on pedagogy, instead of having to learn technical skills. And if a user does want to progress beyond what Xerte Online Toolkits can do, the Xerte Developer's Edition allows the user to dig deeper, write code, and create even more complex learning objects. Sharing a learning object Beyond the export options used to create an archive to import into a LMS, Xerte Online Toolkits has several nice options for sharing learning objects with others (assuming that Xerte Online Toolkits is installed on a server.) A project can be shared with someone with an account on the same server so that they can work on it with you, or you can give them read-only access. It is also possible to ask colleagues for a peer-review of your work. They will receive access to your work and have the opportunity to provide you with feedback. You can also share a learning object by enabling the RSS option in an project's properties, so other people can see your learning object when they subscribe to the RSS feed for your Xerte server, or for your user account. If you really want to share your object with the world, enabling the "Open Content" option makes it so your learning object is picked up and included in the Xerte Public E-Learning Repository (XPERT) under a license of your choice (various Creative Commons licenses are included by default but a server admin can change which licenses are available to users.) You can also search XPERT for learning materials to adapt or include in your own lessons (not all the items in XPERT are Xerte projects.) You can use the following resources to learn more about Xerte. - The University of Nottingham's Xerte Site - The Xerte Community Site - The Xerte Wiki - The Xerte Mailing List - The XPERT Repository

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A Kanji Writing Practice Strategy That Really Works Ready to take your kanji writing practice from 0 to 60 in 15 minutes flat? Then keep reading… If you want to learn kanji ASAP, you need to practice: - Stroke Order The more your kanji writing practice includes these four things, the better you’ll be able to remember the kanji when you need them most. Like on tests. Or when you’re writing that email to your new boss. So let’s start with some kanji writing practice that covers these four basic bases… The #1 Focus for Beginners: Stroke Order The very first thing you need to learn is stroke order. To get up and running right now, grab your smartphone and… Nab a stroke order app Yes, they do exist. There are Japanese language-learning apps devoted exclusively to learning stroke order. The one I use is called Kanji Draw, by Lusil. There’s another one with the same name by Leafdigital. Give them both a try and see which one works for you. There are obvious advantages to practicing writing with an app. It’s free, you can pull out your phone any time you want to practice, and you don’t have to worry about pencil and paper. But don’t rely only on apps. Look for a kanji book When you want lots of structure, find yourself a kanji practice book. There are lots of textbooks out there to help you learn kanji, but they don’t all help you learn stroke order. Books such as Japanese Kanji Power and Tuttle Learning Japanese Kanji are two examples of books that include stroke order. These types of books are great because they also give you some space to look at the kanji and practice it. But if you have a mobile device, definitely nab an app, like Kanji Draw or JA Sensei. These apps not only show you the stroke order, but also the stroke direction. And that’s just as important… Find a kanji web app Web apps such as Kanji Alive are designed to help you learn to read and write kanji. This app lets you search for kanji by meaning, grade, or you can input the character itself if you have a Japanese kanji input tool. It gives you the stroke order along with the meanings, phonetics, and definitions. This app can be a useful reference when you want to look up a kanji and find out its stroke order. The FluentU program can also help, through its use of subtitled videos and powerful contextual flashcard system. FluentU takes authentic videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons. When in doubt, get Japanese people to help you. They’re right most of the time, and can even teach you shorthand methods. Got your apps and books ready to go? Now let’s start with the kanji writing practice… Kanji Writing Practice: My Ultimate Strategy Let’s say you’ve got a bunch of kanji you want to practice. What’s the best strategy? I use what I call the 3-pile approach. It’s simple. Create flashcards that have the kanji on one side and your learning objectives on the other: stroke order, kanji meanings, sounds, and so forth. Here are a couple of tips to help you do this right: - Don’t bite off more than you can chew. Dip your toes in by only studying stroke order at first. Or maybe adding one or two other things…like the meaning of the kanji or the sounds. - Leave space on the back of the flashcard. Once you “graduate” from Stroke Order Academy, it’ll be time to add more stuff to the back of your flashcard. So save room for seconds… - When you’ve got your kanji list and are ready to practice, make one big pile. Your Recipe for Success: The 3-Pile Approach In a nutshell, here’s how it works: you go down through the pile you made and practice writing the kanji. Keep those that you got wrong in the same pile, then move the ones you got right into a new stack on the right. You should have two piles. Now, go through both piles and repeat the process. Move the ones you got right to the right, and leave the ones you got wrong in the same stack. You probably have 3 piles now. And…this is important…you can’t stop until you’ve pushed all the kanji to the right, through 3 piles into a 4th and final “finished” pile. Why does this work? It forces you to keep practicing the ones you get wrong until you get them right a certain number of times. When you’re done, they’ll be in the “finished” pile all the way on the right side. In case this is a little confusing, we’ll walk through the steps in detail. Let’s say you’ve got 10 kanji you’re trying to learn before that big test on Friday. So you make one big pile. Yes, that’s hardly going to make “1 big pile,” but anyways… 1. Put the pile in front of you, a bit to the left. Pull off the top card, then write the kanji in your notebook once. Look at the back of the card. Make sure you get the stroke order and the direction right. Got it? Good. Write it four more times in your notebook: good old-fashioned drilling. This helps you learn to write it the correct way. 2. Move the flashcard to a new pile on the right. Keep going through the first pile until you get to the bottom. Each time you get it right, write the kanji four more times, then move the flashcard one pile to the right. Each time you get it wrong, write it four times the right way and leave it in the same pile. Again, by keeping the ones you get wrong in the same pile, this forces you to try it again until you do get it right. Practice makes perfect. 3. Once you’ve gone through all the kanji, start again at the first pile. Now you get to try the kanji you got wrong. And if you get it wrong again, leave it in the same place until you get it right. Go through one pile at a time until all your kanji have been moved to the “finished” pile. I suggest going through the “finished” pile one last time, then you can “graduate” these kanji to the next level. And that’s it! Pretty easy, right? It seems simple, but this basic flashcard strategy will help you learn how to write kanji in no time. You’re probably saying, “That’s not enough practice to actually memorize a character. I’ll just forget them tomorrow.” And you’re probably right. Now is a good time to put the kanji away for another day. Like tomorrow. When you come back to them again – in a few days or a week – repeat the process with more piles until you’ve internalized the kanji. I call this the Stroke Order Academy. So how many levels should you use for your Stroke Order Academy? I use 3 levels and keep separate boxes for each level: - New: Put completely new kanji into this level and move the kanji through 3 piles. - Medium: Once a kanji has graduated from the “new” level, put it into another bin or box. Come back to these kanji a little bit later. And a little bit less often. I like to use 5 piles for this box. - Easy: This is the last level! You want to make sure you really know your kanji before you stop practicing them, so use 7 or 10 piles for this level. But you’ve probably got these down, so just come back to them after a week or two. How to Max out Your Learning with Your Flashcards This 3-pile approach is a great way to practice writing kanji. But there’s a lot more to kanji than just stroke order… Remember how I said to leave space on the back of your card to write more stuff? Once you’ve got the hang of stroke order, you’ll be able to use this same strategy for building vocabulary, learning kanji sounds, kanji meanings, and so on. Here are a few tips for maxing out the potential of your flashcards. - Don’t be afraid to “repeat a grade.” If a character graduates the Medium Level and still needs some work, send it through again. And again. And again. Until you get it. - Be systematic and disciplined. This type of approach will really work…if you put in the time. Set aside a certain number of hours per day or per week, then sit down with no distractions. Turn off cell phones and TVs. - Set goals. If you’re enrolled in a class, focus on the kanji you’ve got to learn for class. If not, pick a certain amount of kanji per day or per week, depending on how ambitious (or crazy) you are. Don’t go overboard or you’ll get overwhelmed. - Once you’ve got stroke order down, practice sounds, meaning, and vocab. The best way to do this is to add vocabulary to the back of a card – both compound nouns and verbs. This will help you learn on and kun readings, plus the meanings and vocabulary words. - Chunk out the kanji. I think it’s best to start with no more than 20 kanji. Keep your levels small and push those kanji through. When piles get too big, they’ll start to get scary. - Focus on the short-term. One good way to get discouraged is to focus on how slow you’re going. Don’t think about being able to read a Japanese newspaper or write a Japanese email just yet. It’s a recipe for losing heart. Keep your eyes on the kanji in front of you. - Create a reward system. Can’t stay disciplined? Trust me, I know how hard it can be. That’s why I like easy stuff like kanji apps. But another way to keep yourself on task is to create a reward system: don’t watch that anime until you’ve finished this set of kanji. Or give yourself a special treat each time your study session is done. This simple method will help you learn to write kanji in no time. But if there’s anything that needs tweaking – by all means, tweak! There’s no one right way for everyone. If you need more piles or more levels, then throw them in there. The most important thing is practice. Hopefully this approach will give you a little bit of structure and move your studies forward so you can ace that test or write that email. And One More Thing... If you love learning Japanese with authentic materials, then I should also tell you more about FluentU. FluentU naturally and gradually eases you into learning Japanese language and culture. You'll learn real Japanese as it's spoken in real life. FluentU has a broad range of contemporary videos as you'll see below: FluentU makes these native Japanese videos approachable through interactive transcripts. Tap on any word to look it up instantly. All definitions have multiple examples, and they're written for Japanese learners like you. Tap to add words you'd like to review to a vocab list. And FluentU has a learn mode which turns every video into a language learning lesson. You can always swipe left or right to see more examples. The best part? FluentU keeps track of your vocabulary, and gives you extra practice with difficult words. It'll even remind you when it’s time to review what you’ve learned. You'll have a 100% personalized experience. Start using the FluentU website on your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store. Click here to take advantage of our current sale! (Expires at the end of this month.)

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Typically, the learning objective of an exercise is that the student understands some syntax, a workflow, a concept, or a result. Typically this means learning how to use a function. For example: The student can calculate model predictions using predict(), knowing that this function takes a model object and a data frame as arguments. The student knows that Python classes are initialized with a method named __init__()and that this method takes selfas the first argument. This usually means knowing what order several functions should be called in. It can also refer to more abstract workflow ideas. For example: The student can calculate groupwise summary statistics with dplyr, by first calling The student can articulate these modeling workflow steps: Split the data into training and testing sets, then train the model on the training set, then test the predictions on the testing set. An abstract idea that can be either statistical, programming, or domain-specific. For example: The student understands the definition of autocorrelation. The student can predict what happens when an error occurs inside a try-block. The student can calculate how depreciation affects the value of a thing over time. An interesting finding from the dataset. For example: The student can interpret that on average R programmers live eight years longer than SAS programmers. The student can interpret that Python programmers are ten times more likely to own a pet snake than non-Python programmers. Common problems and their solutions Having too many learning objectives. In general, an exercise should teach the student precisely one thing. If you want to have multiple learning objectives, it's a warning sign that you are trying to cram too much into a single exercise. That said, if you have several simple learning objectives, a multi-step exercise can be appropriate. The exercise doesn't test the learning objectives. It is important that the exercise meets the objective. One common danger is that you start writing code and somehow the exercise ends up being completely different from what you originally intended. This can be fine, but make sure that you are teaching the things that students will need to know for future exercises. See also Course-level learning objectives.

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Interactive feedback in classroom teaching (Clickers and mVote) Feedback systems are interactive voting systems (also referred to as clicker systems) with which students can answer and ask questions in course lectures. The results are automatically evaluated and can then be displayed in the form of diagrams or similar. Either hardware or software-based systems can be used for this. A hardware-based system offers each student a small device which enables voting by pressing a button or entering a short text. In Göttingen, such systems are available, for example, in Room MN14 in the Geosciences or (to a limited extent) from Prof. Indre Maurer. An advantage of the system is its reliable usability in the rooms where its use is intended. The organisational effort associated with issuing to students and the procurement costs are the disadvantages. Software-based systems (and online services) use the internet connected devices of the students (such as smart phones, tablets or laptops) instead of separate voting devices. No costs are accrued for procurement of additional hardware and the total expense is small for the lecturer. It is potentially problematic that not all students have a mobile end-device and that the use of such devices in the lecture course can be distracting. Why deploy interactive feedback systems? Feedback systems are highly suited for use to mobilise students in large courses. They make it possible for the lecturer to not just interact with a few students but rather to involve the whole auditorium in the teaching. Voting procedures enable short breaks for reflection and discussion during which the students can go into the teaching content in more depth during active debate. This can also be augmented by further small group work methods. How do I deploy interactive feedback systems? For correct use, the questions to be voted on in the classroom lecture must be prepared in advance. For this purpose, open and closed questions are created based on the learning objectives. After a technical introduction into the particular system (1 x each lecture series), students are guided and supported in voting. Interactive feedback systems are suitable for...three different levels: Level 1: questions which inquire about factual knowledge and serve as a starting point for short discussions with the student’s seatmate or as an entry point into the lecture. Usually, these questions are simple quiz questions which can be answered using the teaching material which has been dealt with beforehand or from their own lecture notes. It should be possible to answer the questions correctly, at the latest after a short discussion. The objective of using them is to focus the students’ attention on the material. Ideas for practical use. Level 2: questions which are challenging and demand intensive debate since they are concerned with concepts, disputed assumptions or ambiguous answers. The questions asked encourage students to intensive discussions which can then transition to a dialogue with the lecturer. The use of these questions necessitates fundamental changes to the lecture process in order to be able to react to the need for discussion and answer further questions which may arise as a result. Ideas for practical use. Level 3: a lecture is constructed around several challenging voting questions - which frame and contain the entire study material in the study unit. The questions which are posed are used to prompt the students to structured, independent debate about the material provided. This can happen in fixed or changing groups or in individual work so that all the students need to actively address the material. A large proportion of the classroom period is expended on group work, clarification of queries and discussions. Ideally the questions are constructed in such a way that the students are directed from one topic to the next. It is both an advantage and a disadvantage that the students must come prepared to the classroom since no collaboration is possible otherwise. Such a use of feedback systems could take place for example, within the framework of inverted classroom models or other blended learning scenarios. Ideas for practical use. For all three levels, it is important that the added value of the application is apparent to the students. Accordingly, the systems should be explained, and incentives given for participation (e.g. the prospect that feedback questions could also be questions in the written examination, etc.). What are the stumbling blocks? Now, such polls are not a magic bullet by themselves, rather they depend to a great extent on the quality of the questions and their integration in the overall concept. It has been demonstrated that especially questions which are too easy lead to negative results. Whereas questions which necessitate a thorough examination of the material conveyed have a positive effect on learning success. However, questions can be used for more than just knowledge testing but rather for many other purposes. How do I use interactive feedback systems? / Where can I get help? An online voting service (mVote) which is available to all teachers in the University has been developed for use in courses at the University of Göttingen under the Chair for Application Systems and eBusiness (holder of the professorship: Prof. Schumann) in cooperation with the Service for Digital Learning and Teaching. More information on the mVote, its access options and application ideas can be found here. Please click on the image for more information: For training courses on all aspects of the subject mVote, please write to us under [email protected] or look in our current range of courses.

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You can go your own way with a self-guided field trip, In-Museum Workshop, or both! Our education programs, innovative exhibitions, hands-on activities, and interactive workshops provide equitable access to all. Programs support students in using the universe of pop culture to inspire curiosity, invite open dialogue, foster collaboration and creative thinking, and discover the life-changing force of creative expression. Education group experiences link WA State's core learning objectives and 21st-century skills with pop culture. At MoPOP, we strive to create welcoming spaces for learning. MoPOP offers Sensory Kit items like fidget toys and headphones. During your In-Museum Workshop booking, our educators will reach out to get to know more about you, your students' learning styles and group culture. To make a reservation for your in-museum experience please use the "Education Field Trip or In-Museum Workshop Reservation" form below. Self-Guided Field Trips Grades: K-12 and College Self-guided field trips at MoPOP are flexible exploring and learning experiences, whether you are here for 2 hours or 4. Plus, self-guided field trips are available all year round! Field Trips can be scheduled during museum open hours and must be booked two weeks in advance to qualify for the Education group rate. Shape Shifters: The Art and Math of Costume Design Grades: Kinder to 2nd Investigate how costume designers weave stories using art and math. Students will become designers working collaboratively to craft costumes with life-size mannequins to manipulate, transform, and build composite shapes using different fabric textures and clothing accessories. Educators, this workshop would be great for your students if you are learning about: shapes, color theory, composition, visual arts, character archetypes or tropes, or storytelling through design. Hero’s Journey to Grades: 3rd to 5th Watch your students bloom into inspired storytellers while exploring, comparing, and contrasting the individual centered Hero’s Journey and the collaborative Collective Journey story structures! Students will use imagination and creativity to connect with story structures through their favorite pop culture examples. They’ll also celebrate their own identities while creating fantasy characters and embarking on a journey together to problem-solve as a collective community. Educators, this workshop would be great for your students if you are learning about: Story Building/Writing, Hero’s Journey story structure, Collective Journey story structure, character archetypes, writing narratives, or language arts. Architecture Tour: Inside MoPOP Grades: 3rd to 8th Discover the art and science of designing buildings by exploring MoPOP’s architecture. Students will dive into the cross sectors of art, engineering, and space building as they learn about Frank Gehry’s designs. On a walking tour of MoPOP, students will get a behind-the-scenes scoop of every nook and cranny and analyze in person a newly recognized historical building. Then, they'll use that inspiration to solve their own design challenges! Educators, this workshop would be great for your students if you are learning about: art, engineering, architecture, visual arts, or universal space design. Grades: 3rd to 12th What can games like Minecraft teach us about establishing a community and our roles in building relationships? From creating basic survival needs to sharing surpluses and asking for help, students will investigate how communities form, develop, and grow using simulated habitats in an interactive, real-life game environment. Educators, this workshop would be great for your students if you are learning about: Community, civics, economics, sustainability, history, or social studies. This Machine Kills Fascists: Pop Culture and Activism Grades: 9th to 12th From musicians who use songs as a call to action to photographers who use images as protest, pop culture plays a critical role in activism. Students will analyze different pop culture works, and the "machines" creative folx have produced that we all can use to make a difference. Then, they will explore their skills and interests to process collective anger, raise awareness, and let their voices be heard through crafted personal social justice statements. Educators, this workshop would be great for your students if you are learning about: photography, activism, social justice, writing or individual and collective impact. Field Trips are available all year round and In-Museum Workshops are available September through June! Education visits and In-Museum Workshops must be scheduled during museum open hours and two weeks in advance to qualify for the Education group rate. Eligible Education groups qualify for a discounted museum admission of $6.00 per person for K-12 groups or $10 per person for college/university groups. Admission includes an orientation and access to exhibitions for the day. To qualify, reservations must be made by a teacher (K-12, homeschool, college/university, etc.), school administrator, or designated parent representative. Special exhibition access may incur additional fees. In-Museum Workshops are 45 to 60 minutes long and $110.00 per workshop. Workshops accommodate up to 30 students; if a group is more than 30, multiple workshops may be required. Museum admission is required for each person in the group and is paid separately. Saturday requests are evaluated on a case-by-case basis. Groups ineligible for the education group rate may still book an In-Museum Workshop. - Watch our Orientation Video before visiting! - All guests must follow the museum’s current COVID-19 policies. - Food is important for fueling fun! No outside food or beverage is permitted at MoPOP so please plan accordingly. There are areas around Seattle center where your group may eat before or after your visit. - There are multiple areas around Seattle Center where free parking is available. Please ask for guidance. MoPOP does not have designated parking for school buses. - Students must stay with their chaperones for the duration of the MoPOP visit. MoPOP requires all groups to maintain student to chaperone ratios during their visit. We have a required chaperone to student ratio of 1:5 for K-5, 1:7 for 6-8, and 1:10 for 9-12. - Bring things to take notes on what you see or learn! Leave extra items behind. MoPOP storage bins are limited to two-hour reservations. - Photos are welcome, just please do not use flash. Transportation reimbursement is available to limited number of qualified groups. To be considered please complete the application form three weeks before your scheduled visit. Thanks to our education and outreach program sponsors:

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Reviewers: Wolfram Goessling, MD, PhD; Andrea Wershof Schwartz, MD, MPH; William Hanage, PhD; Rebecca Kahn, MS; James Hay, PhD Update Disclaimer: Thank you for visiting Module 2! Due to the wide availability of high-quality resources at the medical student level, we are no longer updating this module regularly. Information on the last major update on 1/3/21 can be found below. We hope that the material, including our learning objectives, cases, and thought questions can still be useful as an educational resource. If you find that material is incorrect or that a link is broken, please do let us know by emailing [email protected]. In this module, we move from the biology and pathophysiology of SARS-CoV-2 to its implications at a population level. We start with an introduction to epidemiological terms. To understand where the epidemic is now, we link a curated set of continuously updating resources. Current estimates for the U.S. indicate a caseload 10-50x of what is currently recognized, with asymptomatic, presymptomatic, and mildly symptomatic people as a major contributor to transmission. Next, we give an overview of the factors used to predict where the epidemic is going in the U.S., focusing on the concept of exponential growth. Mathematically and empirically, small modifications to the parameters of this growth can “flatten the curve," which lengthens the time over which severely ill people present, providing the healthcare system more time to prepare to treat patients and scientists time to test and optimize new treatment strategies to reduce mortality. At this phase, the U.S. is primarily attempting to flatten the curve by “social distancing.” Modeling from the UK indicates social distancing may be required for months. We end with three case studies to contextualize these epidemiology principles. The influenza pandemic of 1918 prompted different responses from three U.S. cities, with three dramatically different outcomes for morbidity and mortality. The 2009 H1N1 pandemic, a frequent foil to COVID-19, required less disruption to control due to a lower R0 and case fatality rate, as well as faster testing, prior population immunity and pre-existing antiviral treatments. In confronting COVID-19, South Korea presents a contemporary example of a country that rapidly scaled up testing, contact tracing, and social distancing without nationwide lockdown, and has brought new cases to a minimum. By the end of this module, medical students should be able to: Define R0, Re, incubation period, serial interval, epidemic curve, community transmission, social distancing, and flattening the curve as they pertain to COVID-19 Access a reliable source of the latest epidemiologic information about COVID-19 Describe how changing epidemiological parameters changes disease dynamics Contrast three cases that illustrate how nonpharmaceutical interventions save lives in a pandemic

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We at In the Library with the Lead Pipe are happy to welcome two guest authors to our blog! Hyun-Duck Chung and Kim Duckett are two of our creative and inspiring colleagues at the North Carolina State University Libraries. Read on to learn more… Lately we’ve been thinking a lot about the creation and re-use of online instructional content in libraries. To be more precise, we’ve been thinking about categories that might characterize the instructional intent behind some of this content creation. A casual survey of materials online suggests that much of the content focuses on how to use a tool, or how to follow a process. There seems to be less content that helps explain why the information landscape is organized the way it is. This background explanation, or “back story” can be useful in contextualizing how information is created, debated, vetted, and why we find information the way we do. In this way it also has the potential to help student researchers become more critical of their search for, and use of, information. In this post we discuss our experience of providing the back story of peer review using an e-learning resource. But first, let’s take a brief look at the growing interest in e-learning resources in libraries today. E-learning Resources in Libraries “E-learning resources” is our shorthand for describing asynchronous, web-based instructional content. In other words, media that is hosted and disseminated online for the purpose of teaching and learning in the form of html tutorials, interactive video, flash animations, screen captured presentations, and the like. Instructional designers may use the term “learning objects,” but we do not use it here as it has been criticized for being overly broad and therefore less than useful.1 Bell and Shank prefer the phrase “digital learning materials,” but their definition emphasizes “interactivity” as a key defining character.2 While interactivity is certainly a worthwhile goal, many useful e-learning resources in libraries simply don’t meet this criteria so we’ve opted to use our own more inclusive term. Regardless of terminology, we’re basically referring to the notion of modular web-based instructional content that may be re-used across multiple courses, course sections, disciplines and even among various libraries. Librarians have been creating e-learning resources for years, but the importance of this type of library or user instruction appears to be growing. This trend can be seen in - frequent discussion about technologies for creating e-learning resources on library listservs and blogs;3 - popularity in the use of screencasting tools such as Camtasia Studio, Adobe Captivate, Jing, and Qarbon Viewlet Builder; - organized ways to share e-learning resources through repositories like A.N.T.S.4 and MERLOT;5 - programs that review, highlight and promote high-quality e-learning resources, such as the ACRL PRIMO database;6 - and the publication of books that focus on best practices for designing e-learning resources. Susan Sharpless Smith’s Web-based Instruction: A Guide for Libraries (2nd edition) and Bell and Shank’s Academic Librarianship by Design are two well-known examples. The trend seems to be undeniable, but is this a useful trend? Extending Our Reach through E-Learning Resources The proliferation of e-learning resources can perhaps be attributed, at least in part, to the useful potential they offer for greatly expanding the reach of a single instructor or instruction session. The one-on-one instruction or consultation at the reference desk relies on reaching only one person at a time and only those that approach the reference desk or library staff. Workshops or classroom instruction expands that reach to “one-to-many”, connecting with students who may not (understandably) consult or even know about the expertise of librarians by their own initiative. E-learning resources have the potential (with good quality, relevance, and proper marketing) to expand the reach even farther to “one-to-many-more,” helping librarians find an audience otherwise inaccessible. Categories of E-Learning Resources Since interest in e-learning resources continues to grow, we thought we’d better start thinking about them in more detail. Recently, we sat down with colleagues at the NCSU Libraries to categorize the kinds of e-learning resources we have been developing locally and those we’ve seen elsewhere. Though the discussion is ongoing, to date we’ve come up with three categories that enable us to think more strategically about both the purpose and uses of these resources. Here’s a list of our categories with examples from various libraries: CATEGORY 1. Teach students HOW TO USE A TOOL. This category includes screencasts and tutorials that show users how to search a particular database, the library catalog, or a library website: - Mergent Quick Start Video Guide linked with other guides from Hyun-Duck’s Business Plan Research Guide (NCSU Libraries) - Z. Smith Reynolds Library Toolkit is a suite of short screencasts teaching users how to use features of article databases, the library catalog, and library website — what a great concept! (Wake Forest University Library) CATEGORY 2. Help students WITH A PROCESS. Resources in this category help learners with processes such as evaluating websites, creating citations, identifying a scholarly article online: CATEGORY 3. Provide students with MORE CONTEXT to understand a process or concept — the BACK STORY for how information is created, vetted, stored, accessed, and used. Resources in this category address social issues surrounding information and other scholarly communication topics: There certainly may be more categories than these and none of the above may be mutually exclusive. For instance, large-scale information literacy tutorials are typically a blend of more than one category. We hope that by teasing out the themes and intentions of various resources, we can better design them for use in more than one instructional context. Librarians should strive to have the greatest impact from all the work and energy currently being invested into creating them. More Back Story Please! From a very rough survey of e-learning resources online, the landscape seems to be dominated by the first two types of categories. Perhaps this is because librarians have traditionally played a role in teaching students how to use specific kinds of tools to find information or to offer strategies for evaluating sources. It might also be that since libraries make these information resources available, we see it as our responsibility to help our users make use of them. But consider how librarians are uniquely positioned to design and develop e-learning resources that provide students with the back story about sources of information. Such concepts are rarely covered by faculty instructors within a given academic discipline, yet they fall squarely in the realm of librarian expertise. Most importantly, they help to explain realities that might otherwise seem odd to students. For example, why is so much importance given to finding “peer-reviewed” articles for an assignment? Or why does Google Scholar sometimes ask for money and what should you do to get around it? Without some background on how information and publishing “work” on the Web, students may be just going through the motions of “how-to” find information without critically reflecting on the process of solving their information problem. Providing learners with the back story enhances understanding and use of information. Consider the pairs of questions below: How do I identify a scholarly, peer-reviewed article? What is peer review and why is it important? How can I use Wikipedia in my research? How did the information get created in Wikipedia? How do I get started with my literature review? What is the role of a literature review in research? The pairings go hand-in-hand, yet often library e-learning resources are limited to answering the first questions in each set. Why don’t we cover the second questions in as much depth? Could we be making e-learning resources that provide more context? After all, understanding the back stories that address the second questions are fundamental to information literacy, participation in scholarly communication (especially for those students who will become part of it in a few short years), and most importantly, lifelong learning. They are also topics that span across many different learning scenarios and across institutional boundaries. For Instance, Peer Review in Five Minutes Since this notion of providing a back story can be slippery, let’s look at a concrete example where we tried to incorporate some of the ideas we’ve raised above. Our interest in the back story led to our recent development of an e-learning module – an animation on the role of peer review in scholarly research. Students often come to the service desk seeking peer-reviewed articles as part of a class assignment. At this point the student may need help with accomplishing a number of tasks. Perhaps they need help identifying or verifying that the article has been peer-reviewed, searching in article databases, or understanding what a peer-reviewed article is in the first place and why it is so important in academia. Since we found existing e-learning resources addressing the first two needs, we saw an opportunity in meeting the third need through a new e-learning resource. We came up with the concept of Peer Review in 5 Minutes – an animated video that would initiate students into one of the key facets of academic culture. Following the ADDIE model7 often used in instructional design, we based our design decisions on early input from potential users. Since faculty members are often the most influential factor in motivating students to pursue learning activities, we conducted informal interviews with faculty from various academic disciplines to test our assumptions on the usefulness of our idea. The response was very positive and our open discussions helped us tease out the various aspects of peer review as a topic as well as identify specific and different disciplinary needs. A significant challenge we faced early in the process of creating the resource was scoping the content. From the broad array of ideas that came out of our interviews, zeroing in on what to include and exclude in a five minute video required an iterative process of thinking and re-thinking the goals of the video and defining our target users and their needs. In the end we decided to focus on providing a general overview of peer review for undergraduate students. Since this project was our first experiment in animation, we wanted it to serve as a proof-of-concept for reaching learners in a new way and in turn acquire departmental support for launching similar projects in the future. Targeting a broad and general audience like the undergraduate population would 1) allow us to have the broadest impact for the time and energy committed to developing the resource, and 2) there was a greater likelihood of receiving feedback from the users. An additional challenge we faced was finding the right way to explain the back story. Where do you begin to tell the story? Where do you end it? How do you make it relevant to the student’s tasks? How do you make the content general enough to span across disciplines, yet relevant enough to each? Tackling such questions required creative narration, visuals that went well beyond screenshots, plus fairly creative use of scripting and story-boarding. In doing so we went through numerous revisions in the development process. Another challenge we faced was in designing truly reusable content that was also highly relevant to our institution. Since we intended to create a resource for broad dissemination we also thought it would be strategic to have the video specifically point to our library’s subscription-based resources and reference services. This way the e-learning resource would not only serve instructional needs, but also market specific library services and resources to our students. Our solution was to limit any institution specific aspect to a very small scene at the very end of the video. We then, as a service to the broader educational community, created an alternate ending for a second downloadable version that was not tied to our institution. We also made this version available under a Creative Commons license so that anyone could freely use it for non-commercial purposes. To get the video go to Peer Review in 5 Minutes and click on download. Despite the challenges we faced in developing this resource, the highly collaborative process of development offered a unique opportunity to connect with faculty, staff and students in departments within and outside of the library. The success of the project relied on recruiting the expertise and skills of various contributors. In addition to the faculty we interviewed, we worked closely with - a graphic design intern who created the animation;8 - a student from the Libraries’ Digital Media Lab who created an original sound track to the video;9 - a couple of library colleagues who contributed their technical expertise in developing an effective web presence for the video online.10 We also consulted multimedia specialists in our distance education office about meeting accessibility requirements for creating audio-visual materials on the Web.11 All of these interactions not only helped spread the word about the Libraries’ embarking on an e-learning resources project but, perhaps more importantly, communicated the Libraries’ ability, openness and willingness to collaborate as partners in instructional uses of technology. Our experience has taught us that creating e-learning resources that tackle the back story of information is not without its own set of challenges. However, if you can work through the challenge of scoping the content and telling the story well, the greatest reward is having an end product that can be used to reach many more learners. Please let us know how well we did for this particular resource. What’s Your Back Story? We invite you to share your reactions to our three categories of e-learning resources. We’d also love to hear examples of how you’re engaging students with the back story as well as your ideas for what other back stories might be told through reusable, shareable, e-learning resources. Derik Badman from ITLWTLP, Steve McCann, Sandy Littletree, and Scott Warren for providing thoughtful feedback on drafts of this post. Cindy Levine and Andreas Orphanides for helping us think through the e-learning resources categories. Last but not least Hilary Davis for introducing us to ITLWTLP and inviting us as contributors. This article is licensed under a Creative Commons Attribution-NonCommercial 3.0 United States License. Copyright remains with the author/s. - See for example, Polsani, P.R. 2003. “Use and Abuse of Reusable Learning Objects.” Journal of Digital Information 3, no. 4 (February 19). [↩] - Bell, S. & Shank, J. (2007). Academic Librarianship by Design. Chicago: American Library Association. [↩] - OCLC’s white paper “Libraries and the enhancement of e-learning” (2003) provides a more in-depth discussion than we will offer here. [↩] - The Animated Tutorial Sharing Project based in Canada is an example of a collaborative project emphasizing the re-usability aspect of these resources. The A.N.T.S. project tries to coordinate development and re-use of modules beyond a single institution by tracking useful metadata (such as what modules are in the works) and hosting completed projects on a shared Screencast server for anyone to use. [↩] - The Multimedia Educational Resource for Learning and Teaching is an online repository of peer reviewed digital learning materials. The collection spans across many disciplines and includes a “Library and Information Services” category. [↩] - PRIMO is the Peer Reviewed Information Materials Online” database. It focuses on promoting and setting best practices for implementing e-learning resources so that librarians can share ideas for creating them. At the time of writing, the database holds 191 records for materials that range from database specific modules to information literacy tutorials. [↩] - ADDIE — analysis, design, development, implement, and evaluate — is one of the most common instructional design models. Bell and Shank’s Academic Librarianship by Design provides a wonderful overview. [↩] - Susan Baker, then a senior student in the College of Design, worked closely with us to create original graphics and animate them using AffterEffects in Adobe Creative Suite 3 [↩] - We showed Chris Hill our video and some sample music online to offer a sense of what we were looking for and he created an original track using GarageBand [↩] - Jason Walsh and Andreas Orphanides worked their magic to format the video for optimal viewing online through progressive downloading, and with the help of Susan created the custom border around the video. [↩] - We’ve used Automatic Sync for captioning. It’s fast and cheap! It cost us less than $10 per animation. [↩]

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Fundamentals of Technical Writing If you have a knack for explaining complex subjects in a way that makes them easy to understand, you should consider entering the well-paying field of technical writing. This course will teach you the fundamental techniques that all successful technical writers use. Do you have a knack for explaining complex subjects in a way that makes them easy to understand? If so, you should consider entering the well-paying field of technical writing. This course will teach you the fundamental techniques that all successful technical writers use. You will learn how to translate complex information into easily understood language, and how to become a wizard at marrying the art of publishing with the science of technology. You will also learn the secrets of successful technical writers, including technical writing conventions, interviewing skills, desktop publishing and formatting techniques, key tips for developing graphics and templates, documentation management, and how to publish documents both on paper and electronically. What you will learn - How to translate complex information into easily understood language. - The secrets of success, including writing conventions, interviewing skills, desktop publishing, and formatting techniques. - Key tips for developing graphics and templates, documentation management, and creating high-quality documentation with less work. - How to get your first job as a technical writer. How you will benefit - Learn technical writing skills and techniques that are useful in nearly any position or industry. - Master a new form of communication to enhance your resume and your job prospects. - Be inspired to continue your education with classes like Business and Marketing Writing or Research Methods for Writers. Technical Writing Overview Technical writing is a relatively new profession, but people have been writing technical documents for centuries. In the first lesson, you will learn the fascinating history of technical writing and how technical writing employs both the logical and creative sides of your brain. Preparing to Write Technical writing requires preparation. In this lesson, you will learn the basics of project management for your documentation project and key questions to help you analyze your reading audience, and how to organize this information. In this lesson, you will learn powerful communication skills that will help you get the information you need. You will also learn how to ask questions that help you get the answers you need more efficiently, and how to apply principles of adult learning when you're analyzing the information you've gathered. Do you ever get writer's block? Most writers do. In this lesson, you will learn how to shut off your internal editor and give yourself permission to write your first draft more quickly and easily. You will discover tips that can help you keep writing even when you don't have all of the information you need. Tech Writing Conventions Every profession has rules and conventions that separate the novices from the pros. In this lesson, you will learn all about time-honored technical writing conventions, such as using parallel structure, an inverted pyramid style of writing, effective headings, and lists. Should you save your graphics as BMPs, GIFs, or JPGs? This lesson goes over the difference between the most popular graphics file formats and guidelines for using each. You will also learn about a new file format called PNG and how to create and manipulate screenshots on your PC. Formatting your document can be critical to its success. In this lesson, you will learn how to choose the typeface or typefaces you want to use and principles for using type effectively in your document. You will learn about the things you need to keep in mind when laying out your pages. Microsoft Word's Paragraph Styles Microsoft Word has nearly a 93% market share for PC-based word processing. Chances are high that you will use it at some time in your technical writing career. In this lesson, you will learn how Microsoft Word is different from other word-processing applications and how to use, modify, and create in Word. When companies use Microsoft Word for their documentation, they expect you to know how to use and create Word templates. In this lesson, you will learn how to build templates and other Word skills such as recording macros, customizing your toolbar, and more. Did you know that indexes are the most widely read section in any technical document? In this lesson, you will review indexing conventions and ways to build a great index for your document. You will also learn how to use Microsoft Word to make indexing a bit easier. Editing and Proofreading To polish your document and make it the best it can be, you need to proofread it and edit it. In this lesson, you will learn tips from professional proofreaders and editors, as well as ways you can use Microsoft Word to help you check your spelling and grammar. Publishing Your Document Publishing your document is an exciting time. All of your hard work is almost done—or is it? Your final lesson explores different printing options and trends in publishing. You will also learn the ways you can use your technical writing skills and a four-step plan for getting your first job. There are no prerequisites to take this course.

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The 2014 National Curriculum aims to ensure that in English: Teachers should develop pupil’s spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. The intention of the English curriculum we offer at Wincanton Primary School is to give children a competence in English that enables them to communicate effectively at home, at school and in the wider world, leading to improved life skills and wider opportunities. We intend to develop skills of speaking, listening, reading and writing, including all of their essential inherent skills, enabling children to organise and express their own thoughts and to access the knowledge and ideas of others. An understanding of how language is the vehicle for communication in both oral and written forms is paramount in our thinking and planning. To become literate, children need to understand that writing is a representation of speech, and that both come in a variety of forms linked to purpose. At Wincanton Primary, we are intent on teaching children that these aspects of language are inextricably linked, and can rarely be experienced or learnt discretely. AIMS of ENGLISH AT WINCANTON PRIMARY SCHOOL At Wincanton Primary School, we aim to give children the opportunity and encouragement to: IMPLEMENTATION of ENGLISH AT WINCANTON PRIMARY SCHOOL English is a core subject and is at the heart of our curriculum. Each Learning Experience covers a range of reading and writing genres and, where appropriate, links to other areas of the curriculum. The use of high quality texts is used to teach the core skills in-line with the expectations of the National Curriculum. Staff have completed extensive training with Leah Crawford to fully embed the use of high quality texts and this is reflected in our long term planning. Our planning incorporates the structure: Red Box work – consolidation/revisiting of an area of previous learning displayed on slides for children to respond to on white boards at the beginning of every lesson Teaching input – learning objective is shared. The class teacher models the skill to the whole class and success criteria are shared/generated. Children begin to develop fluency on individual whiteboards. Independent – Independent work provides the means for all children to develop the skills promoted within the lesson. Plenary – provides opportunities to justify learning, embed knowledge and key skills, recap work completed in the lesson. Spoken language is promoted throughout the curriculum and across all subjects. Spelling, vocabulary, grammar and punctuation are promoted throughout all writing opportunities, with each year group planning carefully building on prior knowledge and embedding skills and knowledge. Teaching of Reading at Wincanton Primary School We use Unlocking Letters and Sounds which was validated by the DfE in December 2021. We begin teaching phonics in the first few weeks of term 1 in Reception and children make rapid progress in their reading journey. Children begin to learn the main sounds heard in the English Language and how they can be represented, as well as learning ‘Common Exception’ words for Phases 2, 3 and 4. They use these sounds to read and write simple words, captions and sentences. Children leave Reception being able to apply the phonemes taught within Phase 2,3, and 4. For more information, please click on link below: In Year 1 through Phase 5a, b and c, they learn any alternative spellings and pronunciations for the graphemes and additional Common Exception Words. By the end of Year 1 children will have mastered using phonics to decode and blend when reading and segment when spelling. In Year 1 all children are screened using the national Phonics Screening Check. In Year 2, phonics continues to be revisited to ensure mastery of the phonetic code and any child who does not meet age related expectations will continue to receive support to close identified gaps. For further details please see the Unlocking Letters and Sounds progression: To ensure no child is left behind at any point in the progression, children are regularly assessed and supported to keep up through bespoke 1-1 interventions. These include GPC recognition and blending and segmenting interventions. The lowest attaining 20% of pupils are closely monitored to ensure these interventions have an impact. At Wincanton Primary School we promote a 'phonics first' approach and in both our guided reading sessions at school and in the books children take home, texts are very closely matched to a child's current phonics knowledge so that every child can experience real success in their reading. In these crucial early stages of reading we primarily use books from Ransom Reading Stars Phonics, to ensure complete fidelity to the Unlocking Letters and Sounds progression we follow. Once children progress beyond decodable texts, they move onto our book scheme so that they can continue to progress in their decoding, fluency and comprehension skills to become avid, expert readers. IMPACT of ENGLISH AT WINCANTON PRIMARY SCHOOL Throughout each lesson, formative assessment takes place and feedback is given to the children to ensure they are meeting the specific learning objective. Teachers then use this assessment to influence their daily planning and ensure they are providing an English curriculum that will allow each child to progress and be challenged at a level appropriate to them, moving those children on who are ready to study at greater depth. The teaching of English is also monitored on a termly basis through book scrutinies, learning walks and lesson observations. Each term children from Year 1 and above, complete summative assessments to help them to develop their testing approach and demonstrate their understanding of the topics covered. The results from both the formative assessment and summative assessment is then used to determine children’s progress and attainment. In phonics, all teachers will formally assess their children’s progress at the beginning of the year and the end of every term in order to inform their planning and regroup the children if needed. At the end of Year One the children will take the statutory National Phonic Screening Test. If the test shows that children are still working towards the expected standard then they will work in a small intervention group to enable them to retake the test in Year Two. What can parents/carers do to help? When beginning school you can help your child to sound out the letters in words and then to ‘blend’ the sounds together to make a whole word. Use the correct letter formation as set out in our policy and help your child to focus on the sounds in words. Sometimes your child might choose to read a picture book that they know well. Encourage your child to tell you the story out loud; ask them questions about things that happen or what they think about some of the characters in the story. Make reading and learning phonemes/spellings fun for example using magnetic letters on the fridge, foam letters in the bath or playing eye-spy. Remember to keep reading to your child. They will come across far more adventurous words than they will in their early reading books. You will be helping them to grow a vast vocabulary and understand the meaning of different stories etc. It will also encourage them to love books and want to read more. As children continue up the school encourage them to complete homework tasks and the half termly home tasks related to the Learning Experience. Above all, encourage enjoyment of the subject, especially reading. Your support really does get your child off to a flying start and encourages them to make great progress! Thank you for your support.

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Autism is a neurological disorder characterized by social skills impairments, problems with communication and repetitive behavior patterns. Children with autism often have difficulties responding to social cues, showing emotion, relating to others with empathy and communicating basic information to others. Schools for children with autism provide specialized programs to help children improve communication and social skills, while allowing parents and children to share their experiences. Schools without programs for autistic children often have a difficult time placing them in a helpful setting, and the children risk falling further behind. Check with the Department of Education or Department of Public Instruction in your state. They can provide information on the curriculum requirements for public and private schools for kindergarten through grade 12. Create a plan for your school. Identify whether it will be public or private, where start-up funds will come from and how you will comply with state laws regulating schools. Include a a clear mission statement, as well as specific plans for facilities, staffing and instructional programs. Dividing these tasks among a group of interested people will make the job easier. Locate funding sources from state and federal grants, which can be found through your state Department of Education. Contact possible donors in your area or set up a fundraiser. Write a clear plan for how you will finance the school on an ongoing basis. Contact a financial adviser who specializes in school funding issues and education. Draft the charter for your school. A charter must have certain specific information to be approved. This includes: a mission statement, a three-year financial plan, learning objectives, staffing plans, student assessment methods, and a description of the programs you will have that deal with autism. Further, the plan should outline personnel policies, insurance coverage, compliance with state and local regulations, student enrollment and discipline policies, and facility information. The more complete the charter is, the better chance it has for approval. Present your charter at your local city council meeting to obtain community support. Next, take the charter to the appropriate state level, which is likely your state Department of Education. Contact the Department of Education in your state to determine the exact procedure for presenting a charter school application.

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Our Curriculum Rationale In this Curriculum section, you will find the information about our school’s curriculum. Click on each subject in the curriculum menu above to find out about the content of the curriculum we follow in each academic year for every subject. Under the English tab in our curriculum menu, you can also find out more about our phonics provision. Please click here to see our Key Stage One Curriculum Maps / Topic Homework Menus Please click here to find our Key Stage Two Curriculum Maps / Topic Homework Menus Please note that these are reviewed termly. Our Curriculum Intent We intend for our curriculum to capture pupils’ imagination, helping them to become engaged learners and curious about the world around them. It is our aim to inspire a life-long love for learning. Our curriculum is underpinned by our Christian Values. We celebrate every child’s success, ensuring all can FLOURISH and fulfil their potential. We hope our curriculum will help pupils develop resilience, have FAITH in their ability to succeed and use FRIENDSHIP to support and value their peers. Our curriculum is based on The National Curriculum and allows pupils to systematically build upon knowledge and skills as they progress through the Primary Phase. In addition to curricular content, we emphasise qualities that build successful learners, including resilience, problem-solving and independence. We emphasise real life contexts and promote transferrable skills, so pupils are prepared for their futures in a rapidly changing world. Classroom learning is supported through homework and home-learning projects, linked to current themes of study. This allows the parent community to engage with class learning. Home learning is celebrated through termly “Celebrations of Work.” We want pupils to feel proud of their achievements. Learning extends beyond the parameters of the classroom. We utilise our wonderful grounds throughout the curriculum and each class has half-termly Forest School sessions. Our community links enrich pupils’ learning and we use visitors, special events and trips to enhance classroom learning. We are proud of the curriculum we have developed at Fordham and work hard to ensure it remains ambitious, relevant and enjoyable. We believe our enthusiasm for learning will prove irresistible to our pupils! For further information about the new national curriculum, please see this helpful guide for parents : Guide for Parents Our Curriculum Implementation Subject Leaders use The National Curriculum to identify the core knowledge, skills and understanding that pupils are expected to be taught at each stage of the Primary Phase. This informs subject curriculum maps, which outline progression through a subject and allow opportunity to build upon prior knowledge and embed learning. The long-term curricular maps are available on each subject tab. Class Teachers use The National Curriculum alongside subject curricular maps to create long-term planning, showing learning across the curriculum for an academic year. Where possible, units are grouped around a history/ geography topic (Ancient Egypt, Crime and Punishment, The Rainforest) so pupils develop meaningful connections across curricular areas. Topics are introduced using a “Brilliant Beginning,” developing pupils’ interests and providing a hook for future learning. They conclude with a “Showstopper” to celebrate progress and provide an opportunity to reflect. Long-term planning leads to medium-term planning and weekly, short-term planning. Here, larger objectives are broken into smaller stepping stones. They include a learning objective, key activities for the phases of the lesson, priority vocabulary and resources. Differentiation is planned to match pupils’ needs and plans are continually adapted to reflect ongoing assessments. Curriculum planning is shared with the parent community through termly parental maps, which are published on the website and on Seesaw. Teachers within a year group plan collaboratively to ensure consistency, but make adaptations in order to meet the needs of individual classes. Each day begins with Collective Worship, where we explore our Christian values. Maths, English and phonics/ Guided Reading are taught daily, usually during the morning. Foundation subjects, mostly taught in the afternoon, include weekly sessions for RE (1 hour), PE (2 hours), science, PSHE and French (Key Stage Two only). The remaining foundation subjects are generally taught on a weekly basis but may alternate half-termly. We adapt our curriculum and weekly timetables to allow opportunity for curricular enrichment, such as engagement with local, national and international events. When planning our curriculum, we consider the needs of all pupils and maintain high expectations for every child. All lessons are differentiated, by resources, activities, support or outcome. Pupils are encouraged to choose a task that will challenge them by selecting from mild, spicy or hot challenges. Teaching staff carefully monitor their choices to ensure pupils’ needs are catered for. We hold half-termly Pupil Progress Meetings to identify those requiring additional support and plan/ review targeted support. Our approach to our curriculum complies with our duties in the Equality Act 2010 and the Special Educational and Disability Regulations 2014, ensuring that our curriculum is accessible for those with special educational needs or disabilities. Please refer to our Accessibility Plan. Our rationale for Art Our Art and Design curriculum allows pupils to nurture their creativity. Pupils will be inspired by the work of artists/craftspeople throughout history and from different cultures. This experience will inform their own ideas. They will create 2D art, such as drawing, painting and printing, and 3D projects, including sculpture and collage. They will develop their understanding of colour, form, line, pattern, shape, texture and tone within their work. Throughout this process, they will learn to evaluate and think critically. Our rationale for Computing Technology is an integral part of our children’s world and futures. It is vital our pupils are equipped with the skills to develop digital literacy and computational thinking in a safe and responsible manner. Pupils will explore computer science, digital systems, computers/hardware and coding within discrete lessons. All topics are taught concurrently with online safety and responsible use. Computing provides opportunity to develop creativity, logic, communication and problem-solving. It will also be used as a cross-curricular tool. Our rationale for DT In Design and Technology, pupils will investigate, design, make and evaluate products that solve real-life problems. There are six strands within our curriculum: cooking and nutrition; mechanical systems; textiles; electrical systems; structures and the digital world. Across these strands, pupils will use a range of increasingly sophisticated tools, materials and processes, developing their technical understanding. They will apply skills from mathematics, science, engineering, computing and art and will be encouraged to problem solve, think critically, use their imaginations and innovate. Our rationale for Geography Through geography, we hope that our pupils will become fascinated by the world around them. We will develop children’s contextual understanding of the world through exploring different locations, environments, people and resources. Pupils will discover how landscapes have been formed and changed over time, exploring the relationship between natural/physical features. They will examine a range of geographical sources (including maps, photographs and digital information systems) and develop fieldwork skills (such as collecting, analysing and communicating data). Our rationale for History Our history curriculum inspires fascination and curiosity, encouraging pupils to feel connected to the past. It helps pupils to understand the process of change within their local area, country and the wider world and provides opportunity to marvel at the richness and diversity of human culture. History teaches children empathy, how to ask questions, weigh evidence and consider validity. Pupils will establish a coherent sense of chronology and make comparisons across periods studied. Crucially, in learning about the past, they will also learn about themselves and the world in which they live. Our rationale for Languages In key stage two, our pupils learn French, building a solid foundation for further foreign language teaching in key stage three. Learning a language lifts children out of their immediate environment into the wider world, both linguistically and culturally. We aim to inspire pupils to develop their foreign language skills in an active, enjoyable and informal way, so that everyone feels able to participate in a supportive and valued environment. Our focus is on practical communication, which encompasses listening, spoken and written language. Our rationale for Music Music is a universal language which inspires creativity, self-expression and a strong sense of community. Within our music curriculum, pupils have opportunity to listen, compose, perform and evaluate. They will explore the history of music and learn about the inter-related dimensions, developing appropriate musical vocabulary. Children and staff enjoy every opportunity to lift voices in song and participate in hymn/ singing practice each week. Pupils enjoy showcasing their musical talents through regular performances to the school community. Our rationale for PE In PE, we challenge every child to succeed and excel in competitive sport and other physically demanding activities. Our curriculum promotes social, personal, cognitive and creative skills, allowing children to become physically confident and improve their health and fitness. Children have the opportunity to compete within internal/external sporting competitions and, where possible, we organise externally led workshops to introduce pupils to diverse sports. We celebrate pupils’ sporting successes outside of the school environment and promote healthy lifestyles. Our rationale for Religion and World Views Religion and World Views is an academically rigorous subject with a high profile. It contributes towards the implementation of our Christian Vision and Values of Faith, Flourish and Friendship. We are a Voluntary Controlled Church of England School, belonging to the Diocese of Ely, and follow the Understanding Christianity and The Emmanuel Project 2020 Scheme for the delivery of our curriculum. Our sequential curriculum has been designed with a 50:50 ratio between Christianity and other world religions/ worldviews. We intend that our pupils will develop a deep and rich knowledge of Christian belief/practice alongside knowledge and understanding of a wide range of religions/worldviews. The curriculum is well-structured to provide systematic opportunity to embed knowledge and deepen understanding. Each year group studies more than one world religion in order to draw theological comparisons and to strengthen their understanding of the beliefs represented throughout the world. Through exploring a range of religions and worldviews, our pupils will gain knowledge and understanding. They will able to describe, explain and analyse beliefs. They will understand diversity exists between different religions/worldviews but that there can also be some different beliefs within particular religions/worldviews. Pupils will ask and respond to meaningful questions and have opportunity to explore some of the answers to be found in religions/worldviews. It is our intention that our pupils will consider, appreciate and, fundamentally, respect different ways of living life and expressing meaning. Alongside this knowledge, they will develop their religious literacy in order to express ideas and insights about the nature, significance and impact of worldviews. Whilst examining the beliefs of others, pupils will be empowered to represent their own, personal reflections and consider how to answer questions about identity, diversity, meaning and value. In progressing through our curriculum, pupils will refine the skills needed to engage with different religions and world views, considering the concepts of meaning, belonging, purpose and truth. Crucially, they will explore how different individuals and communities can live together harmoniously and explain the beliefs, values and commitments important within their own lives, as well as in the world around them. Through RE, we hope to prepare pupils for the opportunities, responsibilities and experiences of life in modern Britain. We intend for our pupils to become global citizens, knowledgeable about the world around them and respectful of diversity. Our curriculum is enriched through our close links to our local church, St. Peter and St. Mary Magdalene, which we regularly visit to mark important festivals within the Christian calendar. Within our classrooms, we promote respect for different personal beliefs and identities and maintain a prayer space to allow opportunity for reflection. Our rationale for Science Science changes lives, shapes society and addresses global challenges. It provides a lens through which to understand the world around us and promotes curiosity, rational explanation and causality. Our curriculum enables children to learn scientific knowledge and conceptual understanding alongside practical, hands-on experiences which develop an understanding of the nature, processes and methods of science. Pupils will learn about the work of significant scientists throughout history and consider the uses and implications of science, both today and for the future. Our rationale for PSHCE PSHCE is an important and necessary part of pupils’ education, essential for their emotional wellbeing and growth. PSHCE at Fordham offers children a safe opportunity to explore themselves, relationships and the world around them, and empowers pupils to take a proactive role in their own lives and the life of their community. Through teaching PSHE we promote British values, respect for self and others as well as different beliefs and choices, enabling pupils to live healthy, safe and balanced lives in order to thrive as members of society.

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Assessment strategies play a crucial role in evaluating students’ progress and learning outcomes in the context of online learning. These strategies are designed to measure students’ knowledge, skills, and abilities through various methods. One commonly used assessment strategy is formative assessment, which focuses on providing continuous feedback to students during the learning process. This helps identify areas where they may need additional support or guidance. Another important strategy is summative assessment, which evaluates students’ overall understanding of a subject or course at the end of a specific period. This type of assessment often takes the form of exams or final projects. In addition to formative and summative assessments, there are other strategies that can be employed in online learning environments. Self-assessment allows students to reflect on their own progress and identify areas for improvement independently. This encourages self-directed learning and helps develop critical thinking skills as learners evaluate their own work objectively. Another strategy is peer assessment, where students assess each other’s work based on predetermined criteria, fostering collaboration and active engagement among peers. The choice of assessment strategy depends on various factors such as the nature of the subject matter, desired learning outcomes, and available resources in an online setting. It is essential for educators to select appropriate strategies that align with their teaching goals while considering how these assessments can effectively measure student performance remotely. By employing diverse assessment strategies such as formative assessments for timely feedback, summative assessments for overall evaluation, self-assessment for introspection, and peer assessment for collaborative learning experiences – instructors can ensure comprehensive evaluation that supports effective online teaching practices The Importance of Effective Assessments Effective assessments are of utmost importance in online education as they directly impact learning outcomes. Such assessments serve as a crucial tool for instructors to measure students’ understanding and progress in a virtual learning environment. By utilizing valid and reliable assessment methods, educators can accurately determine whether students have achieved the desired learning objectives. This ensures that the time and effort invested by both learners and instructors yield meaningful results. One key aspect of effective assessments is their ability to provide timely feedback. In an online setting, where face-to-face interaction may be limited, prompt feedback becomes even more vital. Through formative assessments, instructors can identify areas where students may be struggling or need additional support. By providing constructive feedback in a timely manner, educators empower learners to make necessary adjustments and improve their understanding of the subject matter. Furthermore, effective assessments promote active engagement among learners. When students are aware that their performance will be evaluated through various assessment strategies, they become more motivated to actively participate in the learning process. Whether it’s engaging with self-assessments or collaborating with peers through peer assessment activities, these assessment strategies encourage students to take ownership of their education and drive their own success. Lastly, effective assessments contribute to fostering a positive learning environment. When done well, assessments can reduce anxiety levels among students by offering clear expectations and guidelines for evaluation. This creates a sense of fairness and transparency within the online classroom space. Moreover, effective use of diverse assessment strategies allows for multiple opportunities for success – catering to different learning styles while promoting inclusivity. In summary, employing effectual assessments is critical in online education due to its direct impact on learning outcomes. Timely feedback enables learners’ growth by addressing areas requiring improvement promptly while active engagement promotes student motivation throughout the course journey. Additionally fostering positive environments leads not only towards enhancing academic performance but also nurturing holistic development among individuals within an online educational context Specific Evaluation Methods In online courses, educators have a range of distinctive assessment strategies at their disposal to effectively evaluate students’ progress. One such method is project-based assessment, where learners are given the opportunity to apply their knowledge and skills to real-world scenarios. This can take the form of individual or group projects, allowing students to demonstrate their understanding while fostering collaboration and critical thinking. Project-based assessments also promote creativity and problem-solving abilities, as learners navigate through complex tasks. Another effective evaluation method for online courses is discussion board participation. This strategy involves students actively engaging in asynchronous discussions on virtual platforms. By contributing thoughtful responses, asking questions, and engaging in meaningful dialogue with peers, learners showcase their comprehension of the course material. Discussion board participation not only assesses content knowledge but also enhances communication skills essential for online learning environments. Online quizzes are another popular assessment strategy in distance education settings. These quizzes can be designed using various question formats such as multiple-choice, true/false or short answer questions. Online quizzes offer flexibility in terms of timing and accessibility since they can be taken remotely at any time within a specified window period. Immediate feedback provided after completion helps students identify areas requiring further study while reinforcing concepts covered. By utilizing these specific evaluation methods – project-based assessments that encourage practical application of knowledge; discussion board participation that fosters active engagement; and online quizzes that provide timely feedback – educators can ensure comprehensive assessment practices suited for online courses. Implementing diverse strategies allows instructors to cater to different learning styles while promoting deeper understanding and achievement among students within virtual learning environments Common Challenges and Solutions Delivering online assessments can present various challenges for educators in ensuring fairness, security, and reliability. One common challenge is cheating during remote assessments. To address this issue, instructors can implement proctoring software that monitors students’ screens and activities during exams. Additionally, they can design assessments that require higher-order thinking skills or open-ended responses to minimize the possibility of simply looking up answers. Providing clear guidelines on academic integrity and emphasizing its importance also helps foster a culture of honesty among learners. Another challenge is the technological infrastructure required for online assessments. Technical issues such as internet connectivity problems or compatibility between devices and assessment platforms can disrupt the assessment process. Educators should ensure that students have access to reliable internet connections and provide alternative options for submitting assessments in case of technical difficulties. Offering practice quizzes or mock exams before high-stakes assessments allows students to familiarize themselves with the technology used while troubleshooting any potential issues. By addressing these common challenges through measures such as proctoring software to deter cheating and ensuring a robust technological infrastructure, educators can mitigate potential setbacks in delivering online assessments effectively. These solutions promote fairness, maintain academic integrity, and create an environment conducive to reliable evaluation in virtual learning settings

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Learning New Skills Shouldn’t Stop In Adulthood – But There’s a Correct Way to Do It This is the way adults are meant to learn. You may not have thought much about this before but adults learn very differently than children. The type of schooling we all had as young kids simply wouldn’t work on our grown-up brains, and not just because we already know our ABCs. The method of teaching older humans is completely different than the one for young kids, which better allows adults to really get the most out of their schooling. If you’re planning on going back to school, taking a continuing education course or completing a training, it may be worth learning more about the theory behind adult learning, which is known as andragogy. Having some knowledge about andragogy theory can help you evaluate potential programs and allow you to understand why certain courses and trainings are designed the way they are. Here’s an overview of andragogy theory and the ways it works to help you learn as an adult. What Is Andragogy Theory? Andragogy, or adult learning theory, is the science and practice of adult learning. (The corresponding term for child learned theory is pedagogy.) Andragogy was conceptualized by Malcom Shepard Knowles in the late 1960s and 70s. He published the now classic book The Adult Learner, which is currently in its eight edition and continues to be updated, even after Knowles’ death. Before Knowles’ work, much of the focus on the science of learning was on pedagogy and how to best teach children. Knowles was somewhat of a revolutionary because he acknowledged that teaching adults comes with a different set of expectations and circumstances. His work focused on how to harness the strengths of adult learners and form curricula that would be best suited to these advantages. The Key Pillars of Understanding Adult Learners Knowles, and those who came after him, developed a foundation for adult learning, outlined in five key points. These pillars differentiate adult learning from child learning and lay the groundwork for educators to create lessons, classes and educational opportunities that best fit with how adults learn. Here’s a brief overview of these six important values of andragogy: Adults need to know why they must learn something Unlike children who are guided through standard learning that becomes the groundwork for the rest of their academic lives, adults need to understand the value of why they are learning something. In andragogy, this is called the “what is in it for me” (WIIFM) factor. Adults don’t typically want to learn merely for the sake of learning—and they typically don’t have the time for that anyway. They want to know why what they are learning matters and why they should learn it. Adults need to feel like they are building on their own experiences Adults come to learn after already having life and career experience. Their continuing education should build upon this in some way. Teachers should work to tie their students’ experiences to the new material that their adult students are learning. Adults need to feel autonomous in their earning Unlike children who, when left to their own devices, might veer off course, adults should be more self-directed in their learning. They need to feel responsible for their education and be at least somewhat autonomous, whether it’s by completing an online course, controlling the pace of a course or studying independently with infrequent check-ins from an educator or advisor. Adults want to learn specifics that can affect their current lives There’s a clear reason that older people go back to school: to learn specific knowledge, gain a necessary skill or to solve a problem. They are not looking for generic courses or certifications. They have a need and they want it fulfilled through education. Adults need to be self motivated to learn best Sticker charts and awards are great for kids but adults learn better when they are motivated internally rather than externally. Part of this is up to the educator to find out what drives students but most of this is up to the adults who are learning themselves. Finding what motivates them helps them to better succeed. How to Know if Andragogy Is at Work If you’re evaluating a training, course or school, look for the following qualities to see if andragogy theory is being implemented. This way, you know if a particular institution or class takes advantage of the ways adults learn best. Clear definition of personal advancement You have to know your “why” of taking a given course or getting a particular certitifaction. Do you want to get a raise? Change careers? Or are you looking to develop a new skill? Now, will the school or course you’re considering really help you achieve that? It’s important to be honest in what you’re hoping to get out of your education and what it can realistically provide. Adults who are back in school come from all kinds of life stages and circumstances. You need to be in a place where diversity is celebrated and where all people are listened to and appreciated. The barrier between teacher and student should be somewhat fluid—everyone should treat one another as peers, not as if there is a hierarchy. Friendship and networking opportunities A big reason people might seek out education as adults is to meet new people, form connections and build relationships. If you’re looking for a social atmosphere, be sure that the place you’re learning from offers this. Self-directed learning and pacing In an adult learning environment, people should take responsibility for their own learning. They should feel challenged without being overwhelmed and allowed to work at their own pace, considering that they may be working a fulltime job or raising a family as well as going to classes. Individualized learning programs could be created to cater to specific needs as well. Active involvement in learning Finally, in adult learning, there shouldn’t be any droning professors going on and on before a passive audience. Learning should be interactive with exercises and role playing, or at the very least thoughtful and stimulating discussion or group projects where students have a hands-on approach to their learning. The best way to live life more fully is to never stop learning. Pushing yourself through additional schooling is always a worthy endeavor. But you want to get the most out of your time—and money. Evaluating a school or training course to ensure that it follows andragogy theory will help ensure that you’re going to learn as much as possible and come away from the experience with new knowledge that you can really use.

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Utilization of TV-E in Education Character for Early Childhood - 10.2991/icece-17.2018.25How to use a DOI? - TV-E; character education; early childhood Technological developments are advancing rapidly facilitate us in accessing any kind of information. In various educational units early childhood need so much information, for example information in social, economic, political, science, and education. To get optimal results then all components are designed according to the learning objectives and characteristics of early childhood so that the purpose of character building education for early childhood can be achieved. One of which is the utilization of TV mass media as a way to convey the message of learning based on technology.Awareness to organize the use of TV mass media that benefits life is the best solution. TV programs including educational programs, are usually designed in such a way as to attract children to watch it in order to maximize efforts to change behavior and attitudes. Through TV-E is expected they can take advantage of what they watch especially information that is educational. Through informal educational institutions run by mass media, by instilling the values of character education like the value of honesty responsible, spiritual values and so forth which is inserted through the program being aired. - © 2018, the Authors. Published by Atlantis Press. - Open Access - This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Cite this article TY - CONF AU - Eldarni Eldarni AU - Zuwirna Zuwirna AU - Fetri Yeni J PY - 2017/12 DA - 2017/12 TI - Utilization of TV-E in Education Character for Early Childhood BT - Proceedings of the International Conference of Early Childhood Education (ICECE 2017) PB - Atlantis Press SP - 105 EP - 107 SN - 2352-5398 UR - https://doi.org/10.2991/icece-17.2018.25 DO - 10.2991/icece-17.2018.25 ID - Eldarni2017/12 ER -

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In the ever-evolving landscape of education, Copilot in Assessments is emerging as a game-changer. This innovative application of artificial intelligence (AI) is revolutionizing the way we approach testing and examinations, offering solutions to some of the most pressing challenges educators face today. The advent of AI in education has been nothing short of transformative, with tools like Microsoft’s Copilot leading the charge. As we navigate the complexities of modern education, the relevance of such AI tools is becoming increasingly apparent. They not only enhance educational methodologies but also bring a new level of efficiency and personalization to testing and assessments. In this post, we will delve into the exciting possibilities that Copilot brings to the realm of assessments, explore how it can help craft more effective and personalized tests, and discuss the ethical considerations that come with it. So, whether you’re an educator looking to innovate your testing methods or simply curious about the future of AI in education, this post is for you. Let’s embark on this journey together, exploring the future of testing with Copilot in Assessments. The Role of AI in Crafting Assessments The advent of AI tools like Copilot in assessments has opened up new possibilities in the realm of test creation. These tools can automate the process, ensuring a wide coverage of the syllabus and various difficulty levels. This not only saves time for educators but also ensures a comprehensive evaluation of students’ understanding. Several studies have shown the effectiveness of AI in generating diverse question sets. By analyzing the curriculum and past question papers, AI can create questions that test a range of skills and knowledge areas. One of the most promising aspects of AI in assessments is personalization. AI tools can tailor assessments based on individual student performance and learning patterns. This means that each student gets a unique set of questions, designed to challenge them at their level and help them improve. There are numerous cases where personalized tests have led to improved learning outcomes. By adapting to each student’s needs, these tests ensure that every student is given the opportunity to succeed. AI systems can also align tests with curriculum standards and learning objectives. This ensures that the assessments are relevant and that they accurately measure students’ progress against the curriculum. Educational experts have emphasized the importance of curriculum alignment in assessments. By ensuring that the tests are closely aligned with what is being taught, we can ensure that students are being evaluated fairly and accurately. Fairness and Bias in AI Assessments AI, like any technology, is not immune to bias. This is a significant concern when it comes to AI-generated assessments, as biases can inadvertently favor or disadvantage certain groups of students. However, researchers and developers are actively working on identifying and mitigating these biases. There is a growing body of research on AI biases and strategies to mitigate them. These strategies involve refining the AI’s algorithms and training data to ensure a fair and unbiased assessment process. AI assessments also need to adapt to diverse educational settings and student backgrounds. This includes considering factors like different learning styles, cultural contexts, and language proficiency. Examples from different countries or educational systems illustrate the adaptability of AI in varied contexts. These examples show how AI tools like Copilot can be fine-tuned to meet the specific needs of different educational environments. Real-Time Feedback and its Impacts One of the most significant advantages of AI tools like Copilot in assessments is their ability to provide real-time feedback. This immediate response to students’ answers enhances learning efficiency by allowing students to understand their mistakes and learn from them instantly. Pedagogical research has shown the positive impact of immediate feedback on student learning. It not only helps students correct their misconceptions promptly but also motivates them to engage more deeply with the learning material. Moreover, real-time feedback can guide students in their learning journey, customizing subsequent learning materials and tests. This adaptive learning pathway ensures that the learning process is dynamic and responsive to each student’s progress. There are several real-world examples of schools or institutions that have successfully implemented adaptive learning systems. These cases demonstrate the practical benefits of real-time feedback and its potential to transform the learning experience. Ethical Considerations and Challenges As we integrate AI tools like Copilot into our educational systems, it’s crucial to address the ethical considerations and challenges that arise. One of the primary concerns is data privacy and security. AI-driven assessments involve collecting and analyzing vast amounts of student data, raising questions about how this data is stored, used, and protected. It’s essential to ensure that student data is handled responsibly while respecting privacy rights and adhering to data protection laws. Legal frameworks also play a significant role in governing the use of AI in education. These laws and guidelines help ensure that AI tools are used ethically and responsibly, protecting the interests of students and educators. Another challenge is the potential over-reliance on technology in education. While AI tools offer many benefits, it’s important not to lose sight of the value of traditional teaching methods. Striking a balance between AI and traditional teaching can lead to a more holistic and effective learning experience. Integrating Copilot with Existing Educational Frameworks: The Wichita Public Schools Success Story Innovative Learning with a Personal Touch The Wichita Public Schools (WPS) in Kansas, which annually accommodate over 50,000 intellectually gifted students, have achieved remarkable success using Copilot. Through the adoption of this innovative instrument, they have customized teaching in a very stunning manner. Tailored Learning Experiences Imagine a classroom where each student receives a personalized learning experience. This is the current situation at WPS. Teachers use Copilot to generate individualized learning trajectories for every student. This victory not only benefits the children but also revolutionizes the lives of teachers, granting them additional time to dedicate to their passion: teaching. Leveling the Playing Field WPS did not merely cease at that point. They directly confronted one of the most challenging issues: access to technology. Each student is provided with their own computer, and through collaboration with the local community, internet connectivity is made available to everybody, eliminating any obstacles. Copilot has evolved into a resource accessible to everyone, rather than being limited to a select few. Inclusion at Its Best However, there is other information to be revealed. WPS implemented Microsoft’s Immersive Reader and other inclusive technologies. This action guaranteed that all students, irrespective of their learning preferences or requirements, could take advantage of the digital transformation in education. Let us not overlook the educators! WPS provided their instructors with Microsoft Surface Pros, enabling them to explore a wide range of opportunities in digital teaching and lesson planning. The objective is to provide educators with the necessary resources to excel in a classroom environment that prioritizes digital technology. The Big Picture The incorporation of Copilot into WPS’s educational framework has had a substantial and revolutionary effect. The emphasis lies not only on the utilization of AI but also on creating an educational environment that is engaging and customized to the individual needs of each student while also guaranteeing equity. The narrative of WPS serves as a prominent illustration of how AI, such as Copilot, is transforming education, and this is only the initial stage of its impact. Empowering Education: Training Educators and Students on Copilot Mastery Maximizing Copilot’s capabilities through optimal resources First and foremost, it is essential to acquire the necessary knowledge and expertise. Microsoft Learn has curated an exceptional course that serves as a valuable guide for educators and students, enabling them to fully utilize Copilot in their educational pursuits. In addition, GitHub has granted access to Copilot to professors who have been confirmed on the GitHub Global Campus. Discuss acquiring complete control or access to a highly desirable or influential position or entity. Repetition leads to mastery Undoubtedly, it is widely acknowledged that practice leads to perfection, isn’t it? Hence, it is crucial for instructors and students to actively engage with Copilot in a controlled environment in order to gain practical experience. Imagine a teacher creating a lesson plan on Word with the assistance of Copilot, which functions as a highly skilled personal assistant specializing in lesson preparation. For students, this presents an opportunity to thoroughly explore Copilot’s realm and uncover its impressive capabilities. Maintaining a Competitive Edge In the rapidly evolving field of artificial intelligence, keeping oneself informed is not merely advantageous but absolutely essential. As these tools advance, teachers must be vigilant and attentive. Consider the University of Auckland study, which demonstrates that AI tools are always improving and effortlessly tackling intricate programming assignments. For educators, staying abreast of these changes is not only advantageous but also imperative in order to fully utilize the capabilities of tools like Copilot in their teaching repertoire. Harnessing the Power of Microsoft Copilot in Assessments: A Guide to Monitoring and Evaluating Effectiveness 1. Setting the Right Metrics: The Key to Success When utilizing Microsoft Copilot for AI-assisted assessments, it is crucial to establish explicit and quantifiable objectives. Consider measurements such as student involvement, work quality, or even an improvement in grades. There is substantial empirical evidence supporting this claim, such as the study published in the International Journal of Educational Technology in Higher Education. It showcases the transformative potential of AI, specifically through applications like Microsoft Copilot, in revolutionizing the evaluation of online conduct as well as more complex aspects such as critical thinking and communal identity. 2. Feedback: The Secret Ingredient Now, let us discuss the topic of feedback. It functions as the crucial element that can determine the success or failure of the AI-assisted assessment experience. Consistent feedback from educators and students can provide valuable insights on the performance of Microsoft Copilot in real-world scenarios. It is similar to the strategy Frontiers used with their AI tool, AIRA. They utilized it to enhance the caliber of manuscript evaluations, continuously adjusting it according to feedback. This is the methodology we require for Microsoft Copilot—constantly attentive, constantly enhancing. 3. Review, Iterate, and Excel This is the critical point or moment where practical action or implementation takes place. It is essential to analyze and refine the utilization of Microsoft Copilot in assessments based on the metrics and feedback received. An exemplary instance is derived from a study conducted in the field of Smart Learning Environments. Machine learning was employed to monitor the development of students and identify individuals who were at risk. Subsequently, this data was transformed into practical insights for instructors. Consider using a comparable strategy with Microsoft Copilot, continuously improving and augmenting its utilization to guarantee that our students have the most optimal learning experience. Synthesizing the Information As a result, the data has been shown to you. When considering AI in education, particularly Microsoft Copilot, the emphasis is on creating defined goals, gathering important feedback, and being ready to adapt and grow. We can ensure that our AI-assisted tests are not just successful but truly revolutionary by staying current with current trends and research. Improve education by utilizing Microsoft Copilot to boost not only intelligence but also deeper understanding and inclusion. Actionable Conclusion: Developing AI-Assisted Testing Methods As we look towards the future of testing with Copilot in assessments, it’s clear that strategic implementation is key. Integrating AI tools into testing methods requires careful planning, considering both educational goals and logistical aspects. Continuous improvement and monitoring are also crucial. As with any educational tool, ongoing evaluation and refinement are necessary to ensure that AI tools like Copilot remain effective and beneficial. Finally, collaboration between educators and AI developers can lead to the creation of more effective and fair testing systems. By working together, we can leverage the strengths of both traditional educational expertise and innovative AI technology.

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AP® Physics 1 Units A Guide to AP Physics 1 Topics & Concepts The College Board® has made some changes to the number of AP® Physics courses they offer. There are now a total of three courses available, the first of which is AP Physics 1. It is the foundational course in AP Physics that is necessary for students who want to take up AP Physics 2 or AP Physics C in the future. In this article, we’ll go over the AP Physics 1 curriculum. We’ll take a look at each of the AP Physics 1 units that you can expect to learn. In addition to this, we’ll also deep-dive into the AP Physics 1 topics and concepts that each of these units will teach you. With this, you will soon have a good understanding of what is taught as part of the AP Physics 1 course. AP Physics 1 Course Overview The AP Physics 1 course curriculum consists of two primary elements: science practices and course content.1 As you progress through the course, you will learn foundational physics principles. This course is designed to be equivalent to a first semester introductory course in physics at the college level. Science practices form an integral part of the course and are prescribed to help you develop key skills to help with your study of physics. The course material consists of the main themes of study—the Big Ideas—and the units of instruction. Each unit is based on one or more of the Big Ideas and teaches a set of science practices. There are a total of 7 AP Physics 1 units.2 Each unit teaches an array of AP Physics 1 topics and concepts to provide a well-informed introduction to the world of physics. And again, science practices are interwoven into each unit from the very beginning. (Note: This information is valid through Spring 2024 exams, as The College Board has announced that AP Physics 1 will experience an update to its units and topics that will go into effect for Fall 2024 exams.) By the end of the course, students should be ready to take the AP Physics 1 exam. The questions in this exam assess a student’s knowledge of the concepts in the course as well as their science practice skills. Each unit and science practice has its own weighted score on the AP Physics 1 exam. Let’s start by understanding what science practices are and the skills they develop. AP Physics 1 Science Practices1 Within this course, students engage with seven AP Physics 1 science practices, fostering crucial skills for effective study and practice of physics. These science skills significantly contribute to accurately interpreting and addressing questions in the AP Physics 1 exam. Every AP Physics 1 unit teaches one or more science practices. Many of these practices are repeated throughout the course so students can become familiar with them. By the end of the course, students should not only be able to use these science practices on the exam, but also in their future study and practice of physics. 5 Big Ideas in AP Physics 12 Simply put, the big ideas are the foundational themes upon which each AP Physics 1 unit is built. This helps develop an understanding of the various concepts taught throughout the course. Each Big Idea is repeated throughout the course in various units so students can see how various concepts are interlinked. Let’s take a closer look at each of these big ideas. Big Idea 1: Systems (SYS)1 Every system and object has internal structures, and each displays properties like mass and charge. The units based on this big idea are: Dynamics, and Circular Motion & Gravitation Big Idea 2: Fields (FLD)1 Interactions can be explained using fields found in a particular space. The units based on this big idea are: Dynamics, and Circular Motion & Gravitation Big Idea 3: Force Interactions (INT)1 Forces can be used to articulate inter-object interactions. The units based on this big idea are: Kinematics, Dynamics, Circular Motion & Gravitation, Energy, Momentum, Simple Harmonic Motion, and Torque & Rotational Motion. Big Idea 4: Change (CHA)1 Changes in systems are caused by inter-system interactions. The units based on this big idea are: Kinematics, Dynamics, Circular Motion & Gravitation, Energy, Momentum, and Torque & Rotational Motion. Big Idea 5: Conservation (CON)1 Constraints in changes caused due to interactions are a result of constraint laws. The units based on this big idea are: Energy, Momentum, Simple Harmonic Motion, and Torque & Rotational Motion. Now that you have a better understanding of the science practices and ideas that form the basis of all AP Physics 1 units, let’s break down each unit and the topics you will learn. AP Physics 1 Units and Topics1 AP Physics 1 currently has a total of 7 units in the course.2 Each unit is further divided into smaller sections known as AP Physics 1 topics that allow for easy learning. These topics will teach you foundational physics concepts related to the main unit. Effective Fall 2024, these units and topics will be updated.5 In this section, we’ll look at each of these units, their weights in the final AP Physics 1 exam, and their related topics. Units and Topics (Spring 2024 exam only) (Note: In Fall 2024, the AP Physics 1 will undergo significant changes to align with the College Board’s revised course framework. With the addition of an eighth unit on Fluids from AP Physics 2 to AP Physics 1, students can expect an expanded curriculum. Notably, there will be an integration of connections between rotational and translational motion, inclusion of specific learning objectives related to power, and the incorporation of equations for objects in simple harmonic motion.) AP Physics 1 Labs Outline1 The integration of labs aligns with the objectives and learning goals of the AP Physics 1 course. Engaging in lab activities provides students with a valuable opportunity to enhance and hone their understanding of the subject. There are a total of 7 labs in the curriculum, and these include experiments on 1D and 2D kinematics, Newton’s second law, circular motion, conservation of energy, impulse, momentum, harmonic motion, and rotational motion. These lab investigations enable students to: - Participate in the seven scientific practices - Craft experiment blueprints - Formulate predictions - Gather and scrutinize data - Employ mathematical procedures - Construct interpretations - Share research outcomes To learn about these lab experiments in detail and to understand more about their significance in the AP Physics 1 curriculum, read our article on AP Physics 1 labs. Now that you know everything about the AP Physics 1 course and exam description, it's time to start studying. Use UWorld’s AP Physics 1 practice test to prepare with hundreds of exam-like questions to understand what to anticipate on the exam. Our in-depth answer explanations can help you focus on your weak areas and get you closer to your target score. Based on the last available detailed breakdown shared by the College Board, the most challenging topic on the exam was Science Practice 2, which focuses on Mathematical Routines.3 This practice involves the application of mathematical principles to solve physics problems. Specifically, students are required to demonstrate proficiency in algebraic manipulation, equation solving, and the interpretation of graphical representations. The following are the weights of each unit2 on the AP Physics 1 course through Spring 2024: - Unit 1: Kinematics (12%–18%) - Unit 2: Dynamics (16%–20%) - Unit 3: Circular Motion and Gravitation (6%–8%) - Unit 4: Energy (20%–28%) - Unit 5: Momentum (12%–18%) - Unit 6: Simple Harmonic Motion (4%–6%) - Unit 7: Torque and Rotational Motion (12%–18%) Starting in Fall 2024, there will be the introduction of new units and topics, accompanied by adjustments in weightings. Unit 4, focused on Energy, constitutes a significant portion of the test (20%-28%), surpassing all other units. Notably, the next highest unit, Unit 2: Dynamics, accounts for 16%-20%. Therefore, cultivating a strong understanding of Units 4 and 2 could have a substantial positive impact on your overall score. The College Board discontinued SAT Subject tests, including “SAT Physics” as of January 2021.4 The College Board made this decision to simplify the college admissions process and reduce redundancy with Advanced Placement (AP) exams.

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St-Erme with Trispen Primary Curriculum – Implementation At St-Erme with Trispen Primary, we are incredibly passionate and excited about our curriculum. We have worked to develop a thematic curriculum which aims to enrich our children’s’ experiences, ignite their imagination, motivate and engage them, boost their creativity and encourage them to be life-long learners. Our pupils are given the opportunity to develop a sound knowledge and understanding in a range of skills through quality first teaching and learning. We plan our curriculum in three phases and agree a long-term plan for each year group. The long-term plan shows the thematic titles, when they will be taught and to which year groups. Each subject has a detailed progression of knowledge and skills for each year group ensuring a clear learning journey for all pupils. We plan the curriculum carefully, so that there is coherence and full coverage of all aspects of the National Curriculum. Due to the nature of our intake, our long-term plans are reviewed on an annual basis. With the need for mixed aged classes, our curriculum needs to be meticulously planned in order to make sure that children are always building on the knowledge and skills learnt in previous years. From our knowledge and skills progression overviews, teachers are able to sequence learning using our sequence sheets. These ensure that learning is progressive and that learning intentions for each session build upon the small steps needed to achieve the intended outcomes. Our learning intentions start with the phrase ‘We Are Learning How To’ (WALHT). This allows teachers to plan learning intentions which incorporate both skills and knowledge. However, with small steps and progression in mind, our learning objectives are not seen as ‘one lesson’. Instead, we believe it is important that they are fluid in their timings. One learning intention could be covered in 15 minutes whilst another learning intention may need more time dedicated so that deep, discovery learning can take place. Once a learning intention has been decided on, teachers are tasked with identifying the best possible teaching strategies and activities to ensure the progress of all.

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Bringing Out the Best in Teachers: What Effective Principals Do "Reading this book is like having a conversation with several great colleagues sharing their ideas and expertise. The ideas and suggestions are clear, relevant, and doable. This book is inspiring!" Teachers reveal how principals can empower them to perform their best! What strategies do great principals use to influence teachers, students, and classroom instruction? This best-selling book by Joseph Blase and Peggy C. Kirby, now in its third edition, provides the answers from the teachers themselves. New material in this revised edition compares the authors′ original research findings with recent literature on transformational leadership, school productivity, and adult learning, as well as the ISLLC and ELCC standards. Such comparisons underscore the continued timeliness and timelessness of this teacher′s-eye view of effective school leadership. The book offers strategies and related practices that allow leaders to Ideal for experienced or aspiring school principals, this enlightening and compact resource provides invaluable perspectives on how to motivate and inspire classroom teachers. Resultat 1-5 av 38 ... teachers. It is intended to help them examine, rather specifically, what they can do to influence teachers and their performance. Unfortunately, the relationship between school leadership and its effects on teachers and their work has ... ... teachers and, in particular, how school leadership enhances teachers and their overall performance. This book helps ... teacher performance by introducing a model that links school principals' actions—such as goal setting, evaluating ... ... teacher motivation, school climate, and student achievement (Leithwood et al., 1996b, 2004a, 2004b). Leithwood's ... performance expectations, (6) creating a productive school culture, and (7) developing structures for shared ... ... effectiveness and school effects researchers discuss as key correlates of leader effectiveness? Perhaps, as Greenfield (1987) hints, it may be taken for granted that principals routinely praise teachers. After all, teacher performance ... ... teachers? Although one intent in conducting this study was to identify effective strategies used by principals to influence teacher performance, it may be true that praise also satisfies personal needs of the principals themselves. From ... CHAPTER 8 POSITIVE USE OF FORMAL AUTHORITY CHAPTER 9 MIRRORS TO THE POSSIBLE CHAPTER 10 CONCLUSIONS CAVEATS AND CHALLENGES RESEARCH METHODS AND PROCEDURES

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Is Microlearning Still Effective? In 2008, the Indian Premier League (IPL) was launched, which was criticized widely by everyone. Many traditionalists believed that the tournament would degrade the sport into a spectacle, another ruse for entertainment, and would not be serious competition. Further, they opined that it would not last long as it was a copy of another tournament. IPL would appeal only to a certain section of people who liked fast-paced stuff. Basically, IPL forced batsmen to play an aggressive brand of cricket, and bowlers were made into mere bowling machines where they were forced to discover new tricks for survival. Similar to the IPL, when microlearning made its advent, numerous questions were raised about its effectiveness. For instance, people asked the following questions: Microlearning? What is it? Will it work? Isn’t it overrated? Can you really chunk large information into smaller bits and make it effective? Today, we can safely say that people have accepted microlearning as an important mode of digital learning. Microlearning: - Is here to stay - Is objective-driven - Cuts out history, focuses only on tasks - Can be implemented before, during, and after a formal training Why Has Microlearning Gained So Much Popularity? Microlearning became popular for numerous reasons, such as: - It is bite-sized, so it’s easy to learn (both the trainers and learners love it) - It is easy to create, quick to upload and implement/administer - It is easy to track the progress - It gives quick data and insights on learner behavior - It is budget-friendly Numbers Don’t Lie According to RPS Research, “microlearning improves focus and supports long-term retention by up to 80%.” According to Software Advice, microlearning also improves engagement by 50%. Facts always paint a picture, and we improvise and build better outcomes. Microlearning is effective in various ways: - It helps increase the retention of the concept learned - It works as just-in-time learning to help the learner in the field or at the workplace - It ensures that there is a reinforcement of knowledge - It ensures that there is additional information provided over and above the main learning content - It provides tips to do a job better or complete a task successfully Microlearning Can Be A Great Support To Hybrid Learning What is hybrid learning? Well, it is a learning methodology in which the best of classroom and online training are combined in a manner that enables the best learning experience as well as improved performance of the employees. Microlearning can be a great aid in the hybrid learning model, as: - It helps employees undertake training irrespective of the location and is not constrained by the time and availability of trainers - It delivers synchronous lessons using Zoom, MS Teams, Google Meet - It maximizes learners’ learning time - It can boost collaboration, social learning - It features a combination of the classroom, virtual training, and eLearning/microlearning - Learners can interact with the content in meaningful ways - It offers access to targeted remedial practice, guided practice, chatbot Various microlearning interventions can supplement your main training program and help learners apply the learning on the job. Those could be: - Learning nuggets: Bite-sized intervention addressing one learning objective. There can be multiple learning nuggets for a competency. There can be three to five learning nuggets to attain a certain level of mastery for a user role. - Learning activities: Make learners go through activities such as reading a PDF and answering a question, researching a topic, and writing a note on the topic. Crossword puzzles or similar can also be added to the mix. - Videos: Videos that are created with kinetic text, infographics, motion graphics, or whiteboard animation. - Questions: Two to three questions per learning nugget. There can be individual quizzes that can be administered. - Game-based activities: One game-based activity per competency per level (so, to attain a level, one game-based activity can be designed). But we need to understand that microlearning doesn’t lead to mastery. Microlearning isn’t ideal in all situations. Here are some instances when you should not be using microlearning: - As a replacement for formal education or training. - To tackle complex topics. - To gain complete mastery over a topic. - As a replacement for eLearning. Examples Where Microlearning Is Effective Imagine a situation where a sales guy is about to attend to his next prospect. He must remember a few concepts related to negotiation and closing out an important deal. While he waits for the customer, he can quickly open a short microlearning course on his phone that summarizes the steps to negotiate with the customer. He also accesses an FAQ (Frequently Asked Questions) guide that helps him remember what to do when the customer presents a tricky question. This just-in-time and continuous reinforcement will equip the salesperson better to close deals faster. Front Desk Executive A front desk representative in a hotel needs to recall how to upsell to a particular type of customer. He goes through quick bite-sized learning on how to upsell to a walk-in customer to prepare suitably for the next customer who walks in. To conclude, microlearning in 2022 is still effective. It works well in various scenarios. Microlearning can be implemented at multiple points of a training program, that is, before, during, and after the training program. Microlearning can be a standalone piece of short courses that learners can take anytime, anywhere. At Tesseract Learning, our learning and visual architects are constantly innovating and reinventing their approaches to design, develop, and deliver effective L&D programs. KREDO, our learning platform, helps create and deliver effective learning experiences. Through our platform, you will have an effective impact on the learners, focusing on motivating them through an agile and blended learning methodology. Tesseract Learning has been recognized as a Top Microlearning Company for three years in a row. We can deliver innovative and effective microlearning programs based on your business needs with our learning design expertise. To know more about our services and how we can help you, contact me or leave a comment below.

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In United Kingdom, an adult learner will in general mean anybody associated with education and preparing whenever they have finished their underlying education. Learning strategy will in general treat ‘adults’ as individuals matured 19 or over. An acknowledged meaning of ‘learning’ is less clear. While it positively incorporates formal education or preparing prompting a capability, there is additionally a scope of casual learning openings, some of which are huge wellsprings of expertise or information advancement. According to an assignment writing service, the focal point of strategy is widening to include casual just as formal learning, and non-professional just as professional learning. There has been likewise a move in strategy circles from zeroing in on helpful learning. While the underlying foundations of adult education stretch back in strict education, widespread adult education created in United Kingdom as industrialization took care of the interest for famous majority rule government. Important milestones remembered the improvement of the Mechanics’ Institutes for the mid nineteenth Century and the Workers’ Educational Association and neighborhood adult education in the mid twentieth Century, the Open University, which opened to students in 1971. A learning society is presently seen as an alluring social just as a financial objective. Presently, government goes through £11 billion every year on Lifelong Learning (which incorporates all further and advanced education arrangement covering youngsters just as adults). Key components of current arrangement applicable to this survey incorporates endeavors to expand accomplishment, especially as far as essential proficiency and numeracy, during introductory education — with the drawn out point of limiting estrangement from learning in later life. This strategy puts an accentuation on essential abilities preparing for adults, a promise to foster new types of learning arrangement, utilizing present day innovations to improve the proficiency of creating learning materials, beat issues of access and make learning accessible in more edible units, as embodied by learn direct. It likewise incorporate drawing in a more extensive scope of middle people to help learning exercises and cooperation, a readiness to recognize and meet the extra expenses for suppliers of pulling in, enlisting and holding non-conventional learners. Ongoing abilities reviews in United Kingdom feature a deficiency in fundamental and halfway abilities among adults. One of every five adults have low degrees of education and practically half have low degrees of numeracy. Bosses additionally report shortages in key abilities which embrace relational abilities; the use of number; data innovation; working with others; improving own learning and execution; and critical thinking. Most adults in the United Kingdom have a genuinely uplifting outlook to learning. More than 90% trust it to be truly or genuinely significant and most (66%) express a craving to learn (albeit less — 50%) hope to really participate in a learning action soon. Inspirations to learn are essentially professional — to obtain business related abilities (regularly started by a business), and for the most part for a current as opposed to a future work. Other significant inspirations are scholarly (to procure information) and social — to meet and cooperate with others. Difficulties And Obstacles In Adults Learning: Following are the obstructions and troubles that adults for the most part face in learning: - Pragmatic or material obstructions, - Monetary — the expenses of learning both direct (charges) and circuitous (transport, books, hardware) - Absence of time — because of different responsibilities (work and family) - Absence of good and moderate childcare topographical disengagement - Absence of data, e.g about neighborhood learning openings underlying hindrances, - Absence of suitable education or preparing openings - Attitudinal hindrances - Negative perspectives to learning - Absence of trust in one’s capacity to learn — dread of disappointment discernment that one is too old to even consider learning - Absence of inspiration — seeing no motivation to learn. Teaching Adult Learners: Learning suppliers are endeavoring to react to current requests for more extensive cooperation which implies that educators should cater for an expanding scope of requirements and capacities, inside education and preparing organizations, however frequently inside singular classes. While most (yet not every) adult trainer and instructors are prepared, a new Further Education Inspectorate report presumed that preparation was not sufficient to help numerous educators manage the wide scope of capacities and contrasting learning needs they confronted, particularly in instructing of fundamental abilities. Similarly as those engaged with instructing and supporting adult learners are changing to oblige more extensive investment, so are different components of the framework, including financing systems to mirror the greater expense of arrangement for the recently avoided. Steps Required for Increasing Adults Education: At an individual level, there is obvious proof of the advantages of a connection between education level and monetary prizes. (All things considered, 60% more than normal profit, while men with no capability procure 40% not exactly normal. A few examinations additionally recommend that individuals who get preparing acquire somewhere in the range of five and 15 percent in pay, contrasted and the individuals who get no preparation. Inclusion in learning drives among the jobless has been exhibited to improve their odds of work. The more extensive advantages of learning at an individual level incorporate developed confidence and fearlessness. There are likewise considers which show a connection among wellbeing and prosperity and inclusion in learning exercises. At an authoritative level, the profits are less simple to recognize, in spite of the fact that there are various examination contemplates which show a connection between interest in preparing and improved efficiency, and furthermore between business achievement and association in the Investors in People standard for preparing and advancement. At a family and local area level, notwithstanding absence of inside and out and longitudinal proof, there are signs that adult commitment in learning can emphatically affect families (particularly youngsters at school) and the more extensive local area through a friend gathering and good example impact. This is a period of significant transition in the field of adult learning in England as new constructions and arrangements please stream. Be that as it may, there stay various difficulties including: - Raising the interest for learning among the individuals who need it most, however are keen on it least - Empowering a culture of consistent learning and improvement at all levels, however especially at the halfway abilities level, where the need is generally squeezing - Guaranteeing that new drives pointed toward enlarging investment are not overwhelmed by current learners - Guaranteeing that a fixation on capabilities doesn’t misshape subsidizing and arrangement to the inconvenience of at first hesitant learners - Keeping a pledge to social incorporation and the more extensive motivations behind learning notwithstanding institutional dormancy and traditionalism - Guaranteeing that the long lasting learning plan doesn’t focus lopsidedly on 16 to long term olds, however incorporates individuals, all things considered, including the developing quantities of those matured more than 60.

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Welcome to our Curriculum Overview Page! The Curriculum at St. Stephen’s Church of England Primary School... At St. Stephen’s Church of England Primary School, we aim to provide a literacy-rich curriculum that is broad and balanced, and meets the needs of the children in our diverse community. The curriculum is planned to adhere to the Equality Act 2010 ensuring a bespoke approach where appropriate. We aim to motivate and inspire children through a curriculum that engages, challenges and makes full use of local ‘treasures’ on offer. Our curriculum is designed to deepen knowledge and develop skills, with literacy at the heart, ensuring effective progression within each subject and across all year groups. Our ambition is to develop the ‘whole child’, nurturing children’s talents and celebrating their achievements and successes, both academically and in areas such as ‘The Arts’, ‘PE and Sport’ and ‘Mental Health and Well-being’. Our school vision, christian values and distinctiveness, alongside our strapline of ‘Respect, Aspire and Achieve’, are at the core of our curriculum and all that we do at St. Stephen’s. At St Stephen’s Church of England Primary School, we implement an inclusive curriculum that meets the statutory requirements of the National Curriculum. Our curriculum is well-planned and provides literacy-rich, cross-curricular opportunities to meet the needs of all learners. Bespoke planning for children with SEND creates accessibility for all and a regard to equity supports what each child needs. All year groups have a ‘focus theme’, which links English to the wider curriculum. Teachers use carefully selected, high-quality focus reading texts, relating to History, Geography or Science focus themes, to deliver elements of the English curriculum. Within the wider curriculum, teachers ensure that there are opportunities planned for children to further develop their literacy skills, including regular cross-curricular writing, ensuring that standards are consistent across the curriculum. Knowledge and vocabulary are fundamental within our literacy-rich curriculum. Lessons are well-planned to develop and increase children’s knowledge, building on prior experiences and making connections in their learning. Children are immersed in and exposed to an extensive vocabulary, which is high-level and subject-specific, to extend their breadth of language. For each ‘focus theme’, teachers plan an inspiring stimulus, an exciting home learning project and a range of enrichment opportunities, to hook and engage children and parents and make learning purposeful and relevant. Parents are provided with ‘curriculum newsletters’ at the start of each term, to encourage discussion with their child and deepen their knowledge and breadth of vocabulary. Our curriculum is delivered through highly effective ‘quality first teaching’, including the use of specialist teachers in PE and Music. Enrichment opportunities, including outdoor learning, inspirational visitors and exciting educational visits, provide our children with rich experiences and enhance teaching, learning and knowledge. Knowledge and skills are accurately assessed against ‘Age-Related Descriptors’ and ‘knowledge-based learning objectives’. Our curriculum promotes children’s Spiritual, Moral, Social and Cultural development, ensuring that they are reflective and responsible citizens who treat others with dignity and respect. Fundamental British Values are actively promoted in order to prepare the children for life in Modern Britain. Our Christian Values are woven into our daily lives and teaching, giving our children time to reason, ask big questions, empathise, offer their kindness and develop a sense of ownership and belonging. Our Passport for Life is a unique programme that is educational, nurturing and fun. It equips our children with skills that go beyond the National Curriculum and celebrates their individuality. Our curriculum is continually shaped and developed to meet children’s interests and needs, and is supported by practices based on credible research. Our literacy-rich curriculum ensures that children are knowledgeable and skilled, achieve well and make excellent progress at each stage of their education. Through the breadth and depth that our curriculum offers, children have strong character traits and are rounded and grounded, confident and resilient, and well-equipped for the future. Our curriculum enables children to become articulate and enthusiastic learners, creatively and physically competent, with high aspirations and ambition. All leaders are involved in monitoring the curriculum for its effectiveness. We value the feedback from our children and use all of our monitoring evidence to continually improve standards and achieve the very best for our children. Further information on our curriculum, please refer to the following pages: • Curriculum Plans • Essential Learning Experiences • Subject Pages • National Curriculum * SEND, Disability & Equality If you have any questions regarding the curriculum we teach please contact the school directly.

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