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  • Session Plans and Modules Map - UCD - CTAG
    and Modules Continue to Session Plans and Modules Materials Retrieved from http www ucdoer ie index php title Session Plans and Modules Map oldid 1245 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address Log in create account Bookmark and share Upload a file Views Page Discussion View source History Becoming a Better

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  • Session Plans and Modules Materials - UCD - CTAG
    Model of Constructive Alignment in Curriculum Design References that appear in this section and additional materials may be accessed here Session Plans and Modules Back to the Homepage Retrieved from http www ucdoer ie index php title Session Plans and Modules Materials oldid 1035 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address

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  • How to Make Your Classes Better/Introduction - UCD - CTAG
    seen as an opportunity for lecturers to lead students in the exploration of and engagement with material about which they need to learn Tutorials Tutorials are meetings between a tutor subject expert and one or more learners where a particular topic is discussed and explored Seminars Seminars can best be defined as tutorials or lectures where an expert or advanced student makes an initial presentation after which attendees are expected

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  • How to Make Your Classes Better/Exercise 1 - UCD - CTAG
    class Q1 Describe the context of the class In order to respond to Q1 you might like to ask yourself the following questions Who were the learners Why were they there What might they have already known that was relevant to the session What was the intention of the teacher Q2 Describe the content of the class In order to respond to Q2 you might like to ask yourself the following questions What was presented in the class How was it presented Were there any activities which involved the students interacting with each other What materials were provided Q3 Describe the consequences of the class In order to respond to Q3 you might like to ask yourself the following questions Can you identify what the intended learning outcomes for the session were Can you identify when and how the students were made aware of the intended learning outcomes Were the intended outcomes achieved by the students How do you know Were there consequences which were not relevant to the intended outcomes Were these good or bad Submit your answers Back to Introduction Continue to Exercise 2 Retrieved from http www ucdoer ie index php title How to Make Your Classes

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  • How to Make Your Classes Better/Exercise 2 - UCD - CTAG
    the ILOs Action 4 List possible unintended Learning Outcomes that can be inferred from the list that resulted from Action 3 Action 3 List Content not relevant to ILOs Action 5 Can you suggest the major consequences of the class for a the students b the teacher Submit your answers What we hope you have learned from Exercises 1 and 2 include That all classes have intended and unintended consequences Unintended consequences are not necessarily bad or dysfunctional indeed occasionally they turn out to be the most useful aspect of a class BUT they should never overwhelm the intended consequences That there needs to be a clear alignment between class content and intended learning outcomes That the aligned curriculum model enables you to streamline your teaching i e make it more efficient focused If there are additional things you have learned we would be most grateful if you could enter them HERE You will note that in Exercises 1 2 we just looked at the alignment between content and intended outcomes There should of course also be alignment between these aspects and any assessment the students face whether in the class itself or at a later time This is addressed further in the section on assessment If you have not already done so you would find it useful to take a quick look at the section on assessing for learning before proceeding with this section It is also important at this point to be aware of the research into human learning that suggests the importance of students being engaged and active in classes Again if you have not already do so you would find it useful to take a quick look at the section on getting students to engage in the class before proceeding with this section Bearing all this

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  • How to Make Your Classes Better/Exercise 3 - UCD - CTAG
    idc pdf htlessonplans pdf Exercise 3 Title of Class use a title that makes the topic of the session clear Description of the Learning Group including information about programme and module National Framework link Level Number of ECTS link credits Intended Learning Outcomes for the Session Related Programme or Module Outcomes Beginning Timeline What I the teacher will do What my students will do Resources required for beginning section of class Middle What I the teacher will do What my students will do Resources required for middle section of class End What I the teacher will do What my students will do Resources required for end section of class Submit your answers This is called the McMahon Jennings tripartite planning model Other ideas for the format of lesson plans can be found at http faculty academyart edu http teaching berkeley edu Other prompts to reflection on lesson planning can be found at http www ferris edu An excellent alternative online guide to producing lesson plans that involves reflective planning can be found at http www schreyerinstitute psu edu Back to Exercise 2 Continue to Lesson Plan 1 Retrieved from http www ucdoer ie index php title How to Make Your

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  • How to Make Your Classes Better/Lesson Plan 1 - UCD - CTAG
    As a result of this session I want my students to be able to html textarea disabled disabled textarea html Approximate Times What I will do What the students will do html textarea disabled disabled textarea html html textarea disabled disabled textarea html html textarea disabled disabled textarea html Back to Exercise 3 Continue to Lesson Plan 2 Retrieved from http www ucdoer ie index php title How to Make

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  • How to Make Your Classes Better/Lesson Plan 2 - UCD - CTAG
    disabled html html textarea disabled disabled textarea html html textarea disabled disabled textarea html Aim s html textarea disabled disabled textarea html Objectives Intended Learning Outcomes At the end of this lesson the students should be able to html textarea disabled disabled textarea html Teacher Activity Student Activity html textarea disabled disabled textarea html html textarea disabled disabled textarea html Behaviourism is a theory of animal and human learning that focuses on objectively observable behaviours Behaviour theorists define learning as the acquisition of new behaviour Taken to extremes this can discount mental processes entirely It is not however necessary to accept this extremist view in order to make use of behaviourist theory Rather using behaviourist language to define learning objectives and outcomes where this is possible enables more efficient testing of learning and evaluation of teaching It also enables students to study more effectively because they have a better idea what the need to do in order to maximise their marks Back to Lesson Plan 1 Having completed this section you might be interested in Assessing for Learning The Homepage Retrieved from http www ucdoer ie index php title How to Make Your Classes Better Lesson Plan 2 oldid 1249

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